Think 24/7 Web Search

Search results

1. Results from the Think 24/7 Content Network

2. Developing Inquiry-Based Science Activities in Early ...

   files.eric.ed.gov/fulltext/EJ1308152.pdf

   Considering the importance of inquiry-based learning in preschool science education, benefits for children and the gap in the literature, it becomes clear that teachers' implementation process should be studied. Thus, the current study aims to reveal the development and implementation process of inquiry-based science activities in

3. Talking about Artifacts: Preschool Children’s Explorations ...

   files.eric.ed.gov/fulltext/EJ910912.pdf

   discussed in terms of preschool Science, Technology, Engineering, and Mathematics (STEM) and child development. Introduction We are interested in understanding engineering thinking as it is revealed in young children’s activities and interactions with the world of artifacts. Engineering thinking is a new area of exploration within

4. STEM in Early Childhood: Establishing a Culture of Inquiry ...

   files.eric.ed.gov/fulltext/EJ1317025.pdf

   Teaching young children to engage in inquiry, particularly in the areas of science and math, can nurture powerful learning and social-emotional connections. Our university offers a course on STEAM (Science, Technology, Engineering, Art and Math) teach-ing for preschool and early elementary. In this course, we em-

5. Talk, Read and Sing Together Every Day! - U.S. Department of ...

   www2.ed.gov/.../talk-read-sing/preschool-en.pdf

   Encourage back-and-forth exchanges. • Tune into children’s interests and experiences and talk about them. • Take turns communicating. • Show that you are interested in what they are doing and listening to what they say. • Provide time for children to respond. 3. Invite children to talk about what they are doing.

6. Teaching Math to Young Children - Institute of Education Sciences

   ies.ed.gov/ncee/wwc/Docs/practiceguide/early...

   Promote children’s understanding of measurement by teaching them to make direct comparisons and to use both informal or nonstandard (e.g., the child’s hand or foot) and formal or standard (e.g., a ruler) units and tools. • Help children to collect and organize information, and then teach them to represent that infor - mation graphically.

7. WWC | Preparing Young Children for School

   ies.ed.gov/ncee/wwc/PracticeGuide/30

   The guidance will help to prepare young children to benefit from the learning opportunities they will encounter in school. Regularly provide intentional, engaging instruction and practice focused on social-emotional skills. Strengthen children's executive function skills using specific games and activities.