Open Access. Powered by Scholars. Published by Universities.®

Early Childhood Education Commons

Open Access. Powered by Scholars. Published by Universities.®

453 Full-Text Articles 537 Authors 36471 Downloads 106 Institutions

All Articles in Early Childhood Education

Faceted Search

453 full-text articles. Page 1 of 19.

Stem Storytelling: Using Picture Books To Integrate Mathematics - "Dare To Tinker", Lindsey Herlehy, Karen Togliatti 2018 Illinois Mathematics and Science Academy

Stem Storytelling: Using Picture Books To Integrate Mathematics - "Dare To Tinker", Lindsey Herlehy, Karen Togliatti

Publications & Research

This series of activities invites students to engage in a design challenge that elicits mathematical and scientific thinking. In the first activity, the picture book The Most Magnificent Thing by Ashley Spires will be used as a catalyst to discuss the engineering design process as experienced by the protagonist, a little girl. Suggested questioning techniques and inferential reasoning strategies will focus on the trials and tribulations, frustrations, and successes achieved by the little girl. Additionally, discussion prompts are included to provide students an opportunity to reflect on the little girl as a mathematician and scientist as she takes action and ...


Preschool Enrollment And Elementary School Achievement In An East Tennessee School District, Derek Voiles 2017 East Tennessee State Universtiy

Preschool Enrollment And Elementary School Achievement In An East Tennessee School District, Derek Voiles

Electronic Theses and Dissertations

The purpose of this study was to determine if a significant difference in achievement scores exists among students based on whether or not they attended preschool as measured by standardized achievement reading-language arts and math scores on the Tennessee Comprehensive Achievement Program assessment for fourth grade students in a single East Tennessee school district. The variables of grade level and preschool attendance were considered. The population consisted of fourth grade students during the 2014-2015 school year. Data were gathered from the Tennessee Comprehensive Assessment Program achievement test scores obtained from the 2014-2015 school year and from the school district’s ...


Hansel's "Creative Block Play: A Comprehensive Guide To Learning Through Building" (Book Review), Kristin Vargas 2017 Southern Baptist Theological Seminary

Hansel's "Creative Block Play: A Comprehensive Guide To Learning Through Building" (Book Review), Kristin Vargas

The Christian Librarian

No abstract provided.


Murphy's "Lisa Murphy On Play: The Foundation Of Children's Learning" (Book Review), Rebekah Phillips 2017 New Orleans Baptist Theological Seminary

Murphy's "Lisa Murphy On Play: The Foundation Of Children's Learning" (Book Review), Rebekah Phillips

The Christian Librarian

No abstract provided.


Daly And Beloglovskys' "Loose Parts 2: Inspiring Play With Infants And Toddlers" (Book Review), Kristin Vargas 2017 Southwestern Baptist Theological Seminary

Daly And Beloglovskys' "Loose Parts 2: Inspiring Play With Infants And Toddlers" (Book Review), Kristin Vargas

The Christian Librarian

No abstract provided.


Head Start Teacher Professional Development On Language Modeling And Children's Language Development: A Sequential Mixed Methods Design, LaTrenda Terrell 2017 California State University, San Bernardino

Head Start Teacher Professional Development On Language Modeling And Children's Language Development: A Sequential Mixed Methods Design, Latrenda Terrell

Electronic Theses, Projects, and Dissertations

Poverty is known to affect many areas of life for poor children, particularly young children’s language development. To address language development issues as well as other educational needs, the Head Start Program was created. The purpose of this sequential mixed-methods study was to describe the professional development experiences of Head Start teachers on language modeling. In addition, this study sought to explore teachers’ views on language modeling and the activities they find most effective to support student learning.

Analysis of the data revealed that teachers wanted more training and workshops, to be paired with a mentor/coach, pay raises ...


Pelo's "The Language Of Art: Inquiry-Based Studio Practices In Early Childhood Settings" (Book Review), Grace Andrews 2017 Wesley Biblical Seminary

Pelo's "The Language Of Art: Inquiry-Based Studio Practices In Early Childhood Settings" (Book Review), Grace Andrews

The Christian Librarian

No abstract provided.


"Noise Level Zero" And Other Tales From The Bronx, John Wolfe 2017 Bank Street College of Education Graduate School

"Noise Level Zero" And Other Tales From The Bronx, John Wolfe

Occasional Paper Series

Wolfe reflects on his journey of teaching in various settings, teaching him what public education should and should not be. He compares his experiences at two public schools in the Bronx with very different approaches to public education.


Forever Undone [Poem], Kate Abell 2017 Bank Street College of Education

Forever Undone [Poem], Kate Abell

Occasional Paper Series

Kate Abell shares a poem following September 11. It is a personal expression of never forgetting the images and events of September 11.


The Nyc Board Of Education Mandates Pledging Allegiance [Poem], Kate Abell 2017 Bank Street College of Education

The Nyc Board Of Education Mandates Pledging Allegiance [Poem], Kate Abell

Occasional Paper Series

Kate Abell shares a poem following September 11. It is a criticism of the requirement of pledging allegiance to the flag in school.


Principles For Responding To Children In A Traumatic Time, Sal Vascellaro 2017 Bank Street College of Education

Principles For Responding To Children In A Traumatic Time, Sal Vascellaro

Occasional Paper Series

A list of principles that aim to help educators in their struggle to respond to the range of traumatic experiences many children have to live with—the death of a loved one, serious illness, violence, drug addiction, homelessness. This list offers something tangible to use as they respond to the children in their care.


The Children Keep Reminding Us: One School's Experience After 9/11, Kate Delacorte 2017 Downtown Little School

The Children Keep Reminding Us: One School's Experience After 9/11, Kate Delacorte

Occasional Paper Series

This essay reflects on the experience of a new preschool that was located a few blocks away from the World Trade Center and had not yet opened at the time of September 11. After the event, the school held meetings with teachers, parents, and their children. The conversations highlighted the overwhelming difference between the needs of the parents and the needs of the children. Through sharing of fears, experiences, and emotions, the new community grew closer.


"Building Up": Block Play After September 11, Lisa Edstrom 2017 Bank Street School for Children

"Building Up": Block Play After September 11, Lisa Edstrom

Occasional Paper Series

Like most people in New York City, the children in Edstrom's class were affected by the events of September 11. However, not until five weeks later did these particular five- and six year-olds begin to make sense of what happened. Through the use of block play, they were able to explore the difficult emotions and questions we all had about the World Trade Center attack


Monday, September 17 And Urn [Poems], Rella Stuart-Hunt 2017 Hunter College

Monday, September 17 And Urn [Poems], Rella Stuart-Hunt

Occasional Paper Series

Stuart-Hunt recounts the difference in play styles of a four-year-old girl before and after losing her mother in the September 11 attack. This is followed by a poem she has written titled "Urn".


Safe, Patricia Lent 2017 P.S. 234

Safe, Patricia Lent

Occasional Paper Series

The first four sections of this essay chronicle her attempts to make sense of September 11 in the succeeding weeks and months. The final section—”Corn, Beans, and Squash”—was written to and for her students at the end of the school year.


Introduction: Teaching Through A Crisis: September 11 And Beyond, Alison McKersie 2017 Bank Street School for Children

Introduction: Teaching Through A Crisis: September 11 And Beyond, Alison Mckersie

Occasional Paper Series

An introduction to a volume of essays that provided a vehicle through which educators could share their experiences following September 11. This includes how teachers were addressing the troubling questions that the tragedy raised: What kinds of conversations had been sparked among children, teachers, and parents? How had curriculum shifted in response to this heretofore unimaginable event?


Structures & Supports: Building A Throughline Approach To District Partnerships, Jessica Charles 2017 Learning Agenda

Structures & Supports: Building A Throughline Approach To District Partnerships, Jessica Charles

Faculty and Staff Publications

Bank Street College is committed to collaborative, systematic district reform that supports every layer of the school system so that districts are able to thoughtfully plan and implement large-scale instructional improvement initiatives to achieve maximum impact on student learning. The Bank Street Education Center “Education Center,” has developed a “Throughline” approach to district reform, designed to support districts across the system to foster conditions that enable schools to act as units of change and embed strong instructional practices through teacher leaders and teams.


Studying Early Childhood Education In The Philippines, Amanda Taylor 2017 Australian Council for Educational Research (ACER)

Studying Early Childhood Education In The Philippines, Amanda Taylor

International Developments

A recent ACER research report highlights the importance of preschool education for children in the Philippines.


Conversations With Children About Death, Molly Sexton-Reade 2017 The Dillon Center

Conversations With Children About Death, Molly Sexton-Reade

Occasional Paper Series

This paper emphasizes the need for conversations around death in the classroom. Today's children are exposed to information about death through a wide variety of media. Teachers have a responsibility to provide opportunities for children to process this information in ways that are developmentally appropriate - acknowledging children's "magical thinking" as well as experiences children may have surrounding death.


Performing Gender In The Elementary Classroom, Gail Masuchika Boldt 2017 University of Iowa

Performing Gender In The Elementary Classroom, Gail Masuchika Boldt

Occasional Paper Series

This paper raises questions about teachers’ interventions into children’s exchanges around gender in elementary classrooms. Masuchika Boldt argues that gender is ever-present in the classroom and children are constantly making assertions about the meaning of gender and the authenticity of their own and others’ gender performances. She speaks to the question, “If a teacher does interpret this exchange as being at least in part about gender, what, if any, response is called for?”


Digital Commons powered by bepress