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2. WWC | Teaching Math to Young Children

   ies.ed.gov/ncee/wwc/PracticeGuide/18

   Teaching Math to Young Children. This practice guide provides five recommendations for teaching math to children in preschool, prekindergarten, and kindergarten. Each recommendation includes implementation steps and solutions for common roadblocks. The recommendations also summarize and rate supporting evidence.

3. Teaching Math to Young Children Practice Guide Summary ...

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

   As detailed in the practice guide, teachers can link math activities to children’s existing interests and across other content areas to build knowledge, including music, art, games, and reading. 3. Assess, record, and monitor each child’s progress so that instructional goals and methods can be adjusted as needed.

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

   ies.ed.gov/.../early_math_pg_111313.pdf

   Use introductory activities, observations, and assessments to determine each child’s existing math knowledge, or the level of understanding or skill he or she has reached on a develop - mental progression. • Tailor instruction to each child’s needs, and relate new ideas to his or her existing knowledge. •

5. Teaching STEM in the Preschool Classroom: Exploring Big Ideas ...

   eric.ed.gov/?id=ED594416

   This book is designed to build educators' confidence and competence so they can bring STEM to life with young children. The authors encourage pre-K teachers to discover the value of engaging preschoolers in scientific inquiry, technological explorations, engineering challenges, and math experiences based on learning trajectories.

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

   www2.ed.gov/documents/early-learning/talk-read...

   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.

7. A TOOLBOX FOR SUPPORTING EARLY NUMBER LEARNING IN PLAY ... - ed

   files.eric.ed.gov/fulltext/ED584338.pdf

   based pre-K classrooms, whereas the second study observed existing phenomena – what math was happening. Thus, we have examples from teachers who were supported to think about math in pre-K and from a teacher who was not. The first study involved a Professional Development (PD) program designed to promote