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  2. 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.

  3. This 2010 report, authored by Marisa Bueno, Linda Darling-Hammond and Danielle Gonzales, reviewed research on training for pre-k teachers and concluded that educators with at least a bachelor's degree coupled with specialized training in early childhood are best able to foster development of the cognitive, social and emotional skills children ...

  4. 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.

  5. to afordable preschool programs is a crucial issue for improving kindergarten readiness for 3- to 5-year-olds, but research shows that the quality of teaching and learning in those programs is just as essential. Across the country, states are boosting preschool policy standards and strengthening educational requirements for preschool teachers.

  6. chelor’s degree and the average K-12 salary in New York. The disc. epancy in Connecticut and Delaware is $36,638 and $36,570. National Center for Education Statistics, “Estimated Average Annual Salary of Teachers in Public Elementary and Secondary Schools, by State: Selected Years, 1969-70 through 2012-13,” https.

  7. Planning for an Interactive Readaloud with Children in Pre-K ...

    ies.ed.gov/ncee/edlabs/regions/west/relwestFiles/...

    Instructions: 1. Read: Read the selected parts of the book aloud, pausing to ask 1–2 deeper-dive questions that target understanding the theme (moral or message) of the story. 2. Talk: Pause during reading to ask deeper-dive questions. Encourage the child to respond in complete sentences.

  8. Results of this study suggest pre-k students' understanding of "leftovers" (i.e., ones place) emerges before the tens place and that many face challenges with the concept of unitizing. Results also indicate high quality pre-k teachers typically use leading questions to leverage multiple representations to effectively scaffold students' emerging ...

  9. WIDELY USED MEASURES OF PRE-K CLASSROOM QUALITY

    files.eric.ed.gov/fulltext/ED620286.pdf

    When pre-K accountability systems include observational quality measures, programs and teachers do show improvements on the measures over time.5 In intervention studies, too, when professional development is tied to these measures, pre-K teachers also show marked improve-ments when compared with business-as-usual practices. 6