Active Experiences for Active Children - Science

by Seefeldt, Carol; Galper, Alice

• ISBN13: 9780130834331
• ISBN10: 0130834335
• Edition: 1st
• Format: Paperback
• Copyright: 2002-01-01
• Publisher: Prentice Hall

Summary

For courses in Early Childhood Science, Block Methods, and Early Childhood Teachers of Science. This practical book guides teachers of three-to five-year olds in planning and in implementing meaningful science skills and experiences. Using the most up-to-date research, the authors provide an excellent balance of theory and practice that are tied to the Benchmarks for Science Literacy, the National Science Education Standards, and NAEYC guidelines for developmentally appropriate practice.

Table of Contents

PART ONE Theory of Active Experiences	1	(46)
Experiences and Science in Early Childhood: Theory into Practice	3	(6)
Cognitive Theories: The Basis of Science Education for Young Children	5	(1)
How Concepts Build	6	(1)
Teaching Strategies for Science Learning	6	(1)
Summary	7	(2)
Active Children---Active Indoor Environments	9	(12)
The Essentials: Health, Safety, Inclusion, and Beauty	10	(2)
Health and Safety	10	(1)
Planning for Inclusion	11	(1)
Beauty	12	(1)
Indoor Spaces	12	(6)
Integrating Spaces	12	(1)
Science Areas	13	(1)
Art Centers	14	(1)
Woodworking Center	15	(1)
Book and Library Centers	15	(1)
Sociodramatic Play Areas	16	(1)
Areas for Manipulatives	17	(1)
Block Areas	17	(1)
Water and Sand Areas	17	(1)
Music Areas	17	(1)
Computer Stations	18	(1)
Quiet Spaces	18	(1)
The Teacher's Role	18	(1)
Summary	19	(2)
Active Children---Active Outdoor Environments	21	(8)
Why Plan for Outdoor Environments?	22	(1)
Space Planning	23	(2)
Science and Nature Discovery Areas	23	(1)
Art Activities	24	(1)
Math Activities	24	(1)
Physical Activities	25	(1)
Other Considerations	25	(1)
The Teacher's Role	25	(2)
Summary	27	(2)
Building Connections to Home and Community Through Active Experiences	29	(10)
Out into the School	31	(1)
Inside the School Building	32	(1)
Outside in the Natural Environment	32	(1)
Out into the Neighborhood and Community	32	(1)
Basic Guidelines for Meaningful Field Experiences	33	(2)
Building Connections with the Neighborhood and Community	35	(1)
Natural Resources	35	(1)
Visitors	35	(1)
Zoos	35	(1)
Science Centers and Museums	36	(1)
The Home-School Connection	36	(2)
Summary	38	(1)
Experiences and Science Content	39	(8)
Knowledge of Children	40	(1)
Knowledge of the Subject Matter--Science	41	(1)
Organizing Children's Experiences	42	(1)
Bringing Knowledge of Children and Content Together	43	(1)
Expanding and Extending Firsthand Experiences	44	(1)
Summary	45	(2)
PART TWO Guides to Active Experiences	47	(98)
Living Things Grow and Change: Seeds and Plants	49	(16)
For the Teacher	50	(3)
What You'll Need to Know	50	(1)
Key Concepts	50	(1)
Goals and Objectives	50	(1)
What You'll Need	50	(2)
The Home-School Connection	52	(1)
Evaluating and Assessing Children's Learning	52	(1)
For the Children	53	(12)
Using Process Skills with Seeds	53	(1)
Using Process Skills with Seeds and Plants	53	(1)
Using Children's Books to Motivate Active Experiences with Seeds and Plants	54	(1)
Using Arts and Crafts to Document Active Experiences with Seeds and Plants	55	(1)
Reflecting	55	(1)
Extending and Expanding to the Early Primary Grades	55	(2)
Documenting Children's Learning	57	(8)
Living Things Grow and Change: Insects and Small Animals	65	(14)
For the Teacher	66	(3)
What You'll Need to Know	66	(1)
Key Concepts	66	(1)
Goals and Objectives	66	(1)
What You'll Need	67	(1)
The Home-School Connection	68	(1)
Evaluating and Assessing Children's Learning	69	(1)
For the Children	69	(10)
Observing Small Animals: Insects	69	(1)
Environments and Life Cycles	70	(1)
Nests	70	(1)
Recognizing Children's Books in Which Animals Are Depicted with Human Attributes and Feelings	71	(1)
Classroom Pets or Not	71	(1)
Reflecting	72	(1)
Extending and Expanding to the Early Primary Grades	72	(1)
Documenting Children's Learning	73	(6)
I Am a Scientist	79	(8)
For the Teacher	80	(2)
What You'll Need to Know	80	(1)
Key Concepts	80	(1)
Goals and Objectives	80	(1)
What You'll Need	80	(1)
The Home-School Connection	81	(1)
Evaluating and Assessing Children's Learning	82	(1)
For the Children	82	(5)
Learning to Observe	82	(1)
Learning to Question	83	(1)
Planning and Conducting Investigations	84	(1)
Documenting Children's Learning	85	(2)
How Toys Work	87	(8)
For the Teacher	88	(1)
What You'll Need to Know	88	(1)
Key Concepts	88	(1)
Goals and Objectives	88	(1)
What You'll Need	88	(1)
The Home-School Connection	89	(1)
Evaluating and Assessing Children's Learning	89	(1)
For the Children	89	(6)
Sources of Energy	89	(3)
Vibrations	92	(1)
Documenting Children's Learning	92	(3)
The Earth: Water	95	(12)
For the Teacher	96	(3)
What You'll Need to Know	96	(1)
Key Concepts	96	(1)
Goals and Objectives	96	(1)
What You'll Need	97	(1)
The Home-School Connection	98	(1)
Evaluating and Assessing Children's Learning	99	(1)
For the Children	99	(8)
Indoor and Outdoor Activities	99	(2)
Reflecting	101	(1)
Extending and Expanding to the Early Primary Grades	101	(1)
Documenting Children's Learning	102	(5)
The Earth: Rocks and Minerals	107	(12)
For the Teacher	108	(3)
What You'll Need to Know	108	(1)
Key Concepts	108	(1)
Goals and Objectives	108	(1)
What You'll Need	109	(1)
The Home-School Connection	110	(1)
Evaluating and Assessing Children's Learning	111	(1)
For the Children	111	(8)
Indoor and Outdoor Activities	111	(2)
Reflecting	113	(1)
Extending and Expanding to the Early Primary Grades	113	(1)
Documenting Children's Learning	114	(5)
The Human Body: The Senses	119	(14)
For the Teacher	120	(3)
What You'll Need to Know	120	(1)
Key Concepts	120	(1)
Goals and Objectives	120	(1)
What You'll Need	120	(2)
The Home-School Connection	122	(1)
Evaluating and Assessing Children's Learning	122	(1)
For the Children	123	(10)
Sound	123	(1)
Smell	124	(1)
Touch	125	(1)
Taste	126	(1)
Sight	126	(1)
Reflecting	127	(1)
Extending and Expanding to the Early Primary Grades	127	(1)
Documenting Children's Learning	128	(5)
Healthy Bodies	133	(12)
For the Teacher	134	(4)
What You'll Need to Know	134	(1)
Key Concepts	134	(1)
Goals and Objectives	134	(1)
What You'll Need	135	(1)
The Home-School Connection	136	(2)
Evaluating and Assessing Children's Learning	138	(1)
For the Children	138	(7)
Indoor and Outdoor Activities	138	(2)
Reflecting	140	(1)
Extending and Expanding to the Early Primary Grades	140	(1)
Documenting Children's Learning	141	(4)
References	145	(3)
Resources	148	(3)
Index	151

Excerpts

"What can I do tomorrow?" teachers ask. "I've run out of ideas. And I don't mean just another silly activity. I need something that will keep children involved and lead to successful learning." Grounded in John Dewey's philosophy that all genuine education comes through experience, but that not all experiences are equally educative,Active Experiences for Active Children: Scienceanswers teachers' questions about what to do tomorrow and on into the school year. Both pre- and in-service teachers will find this book useful. It is suitable as a text, or a supplemental text, for early childhood courses in community colleges and four-year college programs. The experiences in this book would provide a basis for a series of workshops or short courses in science for children. There are numerous activity books available. These, however, present isolated science activities that are often meaningless to children and void of any real content or learning.Active Experiences for Active Children: Scienceoffers teachers an integrated approach to planning science learning for young children. Its practicality will also be ideal for teachers who desire the best for young children but have limited training or formal preparation for teaching science. Professionals working in childcare, Head Start, or other early childhood settings will find thatActive Experiences for Active Children: Sciencesupports their growth and understanding of how to put theory into practice. ORGANIZATION This book is the third in a series of books designed to illustrate how to plan and implement meaningful, thematic experiences that truly educate young children instead of just keeping them busy. Teachers are given guides to planning and implementing curriculum that will lead to children's academic success using developmentally appropriate methods for teaching science. Active Experiences for Active Children: Scienceconsists of clear, concise, and usable guides for planning meaningful science content and teaching strategies for children in childcare, preschool, Head Start, or other early educational programs. Experiences are expanded into the early primary grades. The experiences in this book lead to successful science learning because they Are grounded in children's interests and needs in their here-and-now world. Have integrity in terms of content key to science learning. Involve children in group work, investigations, and projects. Have continuity. One experience builds on another, forming a complete, coherent, integrated learning curriculum for young children as well as connecting the early childhood setting to children's homes and communities. Provide time and opportunity for children to think and reflect on their experiences. Contain a large number of resources (books, Web sites, magazines, audios, and visuals) for both teachers and children. The first five chapters describe the foundation for planning and implementing experiential science learning. These offer pre- and in-service teachers of young children an overview of theory and research based upon Dewey, the constructivist view of children's learning, and the latest guidelines proposed for the science curriculum. The first chapter illustrates how theories of learning and teaching can be put into practice. This is followed by two chapters on indoor and outdoor environments for science. Next the book considers the importance of building home-school connections for science learning. Finally, chapter 5 reviews research and theory and discusses science content, methodology, and teaching strategies. Next, chapters based upon content suggested by the Benchmarks for Science Literacy and the National Science Education Standards are presented. There are eight experiences based upon the content, areas. These guides include sections for the teacher and for the children. The section