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2. 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.

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

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

   The more you engage with babies and toddlers in this way, the more they learn to understand and use new words and concepts. Below are some tips for talking with babies and toddlers and engaging in high-quality back-and-forth interactions. Move to the child’s level and make eye contact. Mirror the child’s tone.

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

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

   Once children develop th ese fundamental number skills, encourage them to solve basic problems. Recommendation 2. Teach geometry, patterns, measurement, and data analysis using a developmental progression. • Help children to recognize, name, and compare shapes, and then teach them to combine and separate shapes. •

5. Using Concrete Manipulatives in Mathematical Instruction - ed

   files.eric.ed.gov/fulltext/EJ1150546.pdf

   nipula-tives in order to impart quality CRA instruction. Rather, everyday objects found around an average classroom or household can be use. as con-venient and efective mathematical manipulatives. Popular manipula-tives used in mathematical instruc-tion include: blocks, Popsicle sticks, toothpicks, Styrofoam cups, contain-ers.

6. The Environment as the Third Teacher - ed

   files.eric.ed.gov/fulltext/ED493517.pdf

   ways. When thinking about the colors for a classroom, think about the amount of time children might spend in the environment each day, and the program objectives. Brightly colored walls are often a staple in early childhood environment, with the idea that primary colors communicate “kid space.” Bright colors, however, serve to

7. Implementing STEAM in the Early Childhood Classroom - ed

   files.eric.ed.gov/fulltext/EJ1190735.pdf

   The preschool age is a great age in which to introduc e science literacy (Koester, 2013). Early learning librarians can utilize children ’s literature to design STEAM activities in the library and begin building a foundation for STEM concepts (Kropp, 2014; Myers -Spencer and Huss, 2013). Preschoolers have a nat ural sense to work with materials,