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Project 2061

Transpa renc y 1.1. Project 2061. Started in 1985 by the American Association for the Advancement of Science with the goal of science, math, and technology literacy for all Americans “Scientific Literacy is the knowledge and understanding of scientific concepts and processes

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Project 2061

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  1. Transparency 1.1 Project 2061 Started in 1985 by the American Association for the Advancement of Science with the goal of science, math, and technology literacy for all Americans “Scientific Literacy is the knowledgeandunderstandingof scientificconceptsand processes requiredforpersonaldecisionmaking,participationincivicandculturalaffairs, andeconomicproductivity.” (National Research Council, 1996) NationalResearchCouncil.(1996). Nationalscienceeducationstandards. Washington, DC:NationalAcademyPress.

  2. Transparency 1.2 National Math andScienceStandards: Principles andStandards forSchoolMathematicsNationalCouncil of Teachers of Mathematics Benchmarks for Science Literacy Project 2061 Initiative, AAAS NationalScienceEducation Standards National Research Council and endorsed by the National Science Teachers Association

  3. Transparency 1.3 NAEYCPositionStatement onEarlyLearningStandards Appropriateearlylearningstandards containcontentanddesiredoutcomes thataremeaningfulandimportant to children’s current well beingandlaterlearning. Appropriateearlylearningstandards arenotmerelyscaled-back versions of standards for olderchildren. National Association for the Education of YoungChildren. (2002) WhereWeStandon EarlyLearning Standards. (PositionStatement).Washington,DC:National Association for the Education of Young Children.

  4. Transparency 1.4 Contentareasof the INDEX WorkshopSeries NumberandOperations Algebra Geometry Measurement DataAnalysis PhysicalScience EarthScienceLifeScience

  5. Transparency 1.5 Process Skills addressedin the INDEX WorkshopSeries Observing ComparingClassifying Measuring Communicating Lind, K. K. (2000). Exploringscienceinearlychildhoodeducation.(3rd. ed.)Albany: Delmar.

  6. Transparency 2.1 Piaget’s Four Stages of Cognitive Development Sensorimotor Stage (birth through age 2). Preoperational Stage (ages 2-7). Concrete Operational Stage (ages 7-11). Formal Operational Stage (ages 11-adulthood).

  7. Transparency 2.2 Characteristics of Children in the Preoperational Stage: Egocentric thoughts and behavior. The tendency to take all words and conversations literally. Understand the world through experiences rather than through what they are told. Mooney,C.G. (2000). Jean Piaget.In Theories of childhood. St. Paul:Redleaf Press

  8. Transparency 2.3 The ChangingEmphasesof Math and ScienceEducation Moreemphasisondemonstratinghow scienceandmathconcepts affect peoplepersonallyandsocially,andcanhelp usunderstandourpastaswellasourfuture. NationalResearchCouncil.(1996). Nationalscienceeducationstandards. Washington, DC:NationalAcademyPress. 2.34

  9. Transparency 3.1 Teachers shouldstrive to: Encourage children’s curiosity about the world Provide opportunities for active, hands-on explorations Connect math and science learning opportunities to real-world events and examples Teacherscanfacilitatechildren’slearning by: Providing opportunities for children touse processskills Usingspecificlanguageandconversation techniquestopromote children’s thinking skills

  10. Transparency 3.2 Process Skills: The ways in which we use our senses to learn about the world Observing Comparing Classifying Measuring Communicating Lind, K.L. (2000). Exploring science in early childhood education. (3rd. ed.)Albany: Delmar.

  11. Transparency3.3

  12. Transparency 3.4 Key Points from Item 17 of the ECERS-R Conceptsareintroducedappropriately. Teachers talk about logicalrelationshipsandreasoning. Real objects, events and experiences are used to introduce concepts. Harms, T., Clifford,R.M.& Cryer, D. (1998). Earlychildhoodenvironmentrating scale.(Rev.ed.).New York: Teacher’sCollegePress.

  13. Transparency 4.1 Ginsburg’s Stages of Mathematical Thinking: DirectPerception InformalKnowledge FormalKnowledge Ginsburg, Herbert P. (1977) Children’s arithmetic. New York: D. Van Nostrand. 4.44

  14. Transparency 4.2 Key terms forunderstanding numbers and operations Number: According to the AECE Framework,numberisdefined simply as “how many.” Numeral: The symbol that is used to representanumber. Operations: Processesoractionsthatcanbecarried outusingnumberssuchasaddition, subtraction,multiplication, or division. DivisionofChildCareandEarlyChildhoodEducation. (2004). Arkansasearly childhoodeducationframeworkhandbook.LittleRock: Author. 4.45

  15. Transparency 4.3 Objectcountingrequiresthe coordination of severalskills: Knowing thenumeralword sequence (knowingnumeral names in the rightorder). Knowing how to keeptrackof items thathave been counted. Understanding one-to-one correspondence(eachitemcounted gets assigneda numeral name). The Cardinality Principle: Understanding that the last numeral word used in the counting sequence represents the number objects in the set Baroody, A.J.&Wilkins, J.L. (1999). Thedevelopment of informalcounting,number, andarithmeticskillsandconcepts.InMathematics in the early years. Reston:National CouncilofTeachersofMathematics 4.46

  16. Transparency 4.4 Types of simple numberoperations for young children: Comparing and Ordering Equal Partitioning ComposingandDecomposingAddingToandTakingAway Grouping Copley, Juanita. (2004). Showcasingmathematicsfortheyoungchild.Reston: National Council of TeachersofMathematics. 4.47

  17. Transparency 4.5 Young children can develop algebraic thinkingby… Investigating relationships Investigating equality Investigating patterns Investigating change Taylor-Cox,J. (2003). Algebrain the early years?Yes! YoungChildren, January 2003, 14-21. 4.48

  18. Transparency 4.6 Arkansas Early Childhood Framework Benchmark 3.12 Recognizespatternsandcanrepeatthem. Children can investigatepatterns bylooking at… Repeating Patterns GrowingPatterns DivisionofChildCareandEarlyChildhoodEducation. (2004). Arkansasearly childhoodeducationframeworkhandbook.LittleRock: Author. 4.49

  19. Transparency 4.7 Qualitative Descriptions: Describing changes using specific vocabulary words such as “smaller,” “bigger,” “taller,” or “heavier” during writing experiences. Sketches or drawings are also examples of qualitative descriptions. Quantitative Descriptions: Describing changes using numbers through the use of charts, graphs, or tables. Taylor-Cox,J. (2003). Algebrain the early years?Yes! YoungChildren, January 2003, 14-21. 4.50

  20. Transparency 5.1 Createsomething with the shape on your paper. Youmight choose to work inside the shape, outside of the shape, or both!

  21. Transparency 5.2 GeometryBenchmarksforYoungChildren Work Sampling System Performance Indicators Begins to recognize and describe the attributes of shapes HeadStart ChildOutcomesFramework Beginstorecognize,describe,compare,and namecommon shapes,theirpartsand attributes Head Start Bureau.(2000). Head StartChildOutcome Framework. Washington,DC: Author. Dichtelmiller, M.L., Jablon, Judy R., Marsden, D.B.,&Meisels, D.B. (2001). The Work SamplingSystemPreschool-4DevelopmentalGuidelines.(4thed.)New York: Rebus, Inc.

  22. Transparency 5.3 Materials and activities ina shape-rich environment: Materials forchildrentousetoconstruct two-dimensional shapes Materials forchildrentousetoconstruct three-dimensional shapes Opportunities toseeanddiscuss manytypesofshapes Opportunities to manipulate, divide, and combine shapes Opportunities to explore both shapesandgeometricsolids

  23. Transparency 5.4 Spatial Relations The ability to make logical connections about surroundingsandtheobjectsinthem. Forexample,usinga hoop or ring,achildis abletofollowdirections such as “walk aroundthecircle” or“stepinsidethe circle.” DivisionofChildCareandEarlyChildhoodEducation. (2004). Arkansasearly childhoodframeworkhandbook.LittleRock:Author.

  24. Transparency 5.5 Measurement A process inwhichanumberislinked withaunit. Shaw, Jean M. (2005). Mathematicsfor young children:What,why,andhow.Little Rock:SouthernEarlyChildhoodAssociation.

  25. Transparency 5.6 MeasurementAttribute Anaspectofanobjectthatcanbemeasured Linear Measurement: The measurement of distances, such as length and height. Capacity Measurement: Themeasurementofthingsthattakethe shapeoftheircontainer, such as liquid volume. Weight Measurement: The measurement of the forceofgravity onanobject, whichisexpressed as weight.

  26. Transparency 6.1 IdentifyingScienceContent AppropriateforYoung Children Youngchildrencaninvestigate anddescribethecharacteristics of manythingsin our world. Youngchildrencanbeginto understandanddescribe the basic needs of living things. Youngchildrencanbegintounderstand naturaleventsintheenvironment and the interactions betweennaturaleventsandlivingthings. Youngchildrencanbeginto understandtheimportance of respectingandcaringfortheirenvironment.

  27. Transparency 6.2 Arkansas Early Childhood EducationFrameworkBenchmark 3.21 Useswordstodescribe characteristics of objects. Describing objects: Helps children use process skills. Builds vocabulary and encourages thinking. Leads to greater understanding of the environment. Allows children to make qualitative representations of things they have learned (suchasthroughdrawingsorwritingexperiences). Division of Child Care and Early Childhood Education. (2004). Arkansasearly childhoodeducationframeworkhandbook. Little Rock: Author.

  28. Transparency 6.3 Two things that young childrencaninvestigateregardingthepositionand motionofobjects: Characteristics that affect movement. Characteristics and forces that affect balance and stability.

  29. Transparency 6.4 Youngchildrencanbeginto understandanddescribe: The characteristics of living things. The basic needs of living things. The relationship between different parts of the natural world.

  30. Transparency 6.5 Youngchildren can understand: Living things need protection to survive. Mostlivingthingsneedfood, water,andairtolive. Sometypesoffoodarebetterfor livingthingsthanothertypesoffood. Sometimes living things can get sick.

  31. Transparency 7.1 Characteristics and properties of objects andmaterials. Characteristics and basic needs of living creatures. Natural events in the environment.

  32. Transparency 7.2 Connecting with nature is an important way to maintainahealthy understandingof and relationship with the natural world

  33. Transparency 7.3 Children may notbe connected withthe naturalworld because of: Easyaccessto24-hourtelevision programming,andvideoandcomputergamesmarketedforchildren. Safety concerns. Increased hoursspentinorganizedactivities such as enrichment lessons,sports,andchild care.

  34. Transparency 7.4 Documentation Documentyourdatainsomeway. Youmaychoosetouseachart,graph, sketch,writtenparagraph, oranotherwaytocommunicate whatyouhavelearned about the outdoors.

  35. Transparency 7.5 Arkansas Early Childhood Framework Benchmark 3.32 Caresfortheenvironment. DivisionofChildCareandEarlyChildhoodEducation. (2004). Arkansasearly childhoodeducationframeworkhandbook.LittleRock: Author.

  36. Transparency 8.1 Two questions toconsider: What materials can I use to encourage explorations? InwhatsettingscanIencouragechildren toexploredifferentmaterials?

  37. Transparency 8.2 Two important aspects of ECERS-R items 25 and 26 include: Everydayeventsareusedfor talkingaboutmathandscience. Mathandscienceactivities thatrequireteacher support areincludedinthecurriculum. Harms, T., Clifford, R.M.& Cryer, D. (1998) Earlychildhoodenvironment rating scale. (Rev. ed.)NewYork:Teachers’sCollegePress.

  38. Transparency 8.3 “In some respects, the curriculum strategies of manyteachers today do not demand enough of children and in other ways demand toomuchofthewrongthing.” Bredekamp, S.&Copple,C.(Eds.). (1997). Developmentallyappropriatepracticein earlychildhood programs(Rev.ed.).Washington,DC: NationalAssociationfor the Education of Young Children.

  39. Transparency 8.4 “High-quality learning results from formal and informal experiences during the preschool years. Informal does not mean unplanned or haphazard” National Council of Teachers ofMathematics. (2000). Principles and standards for schoolmathematics.Reston:Author. 8.31

  40. Transparency 9.1 ParticipantActivity: Our Previous Experiences with Projects Asastudentdid you ever work on aproject? What wastheproject? Howoldwereyou? Did anyone workwithyou? Whatwasthepurposeoftheproject? Whatisyourmostvividmemory ofthe project? What weretheresultsoftheproject?

  41. Transparency 9.2 WhatisaProject? “A project is an in-depth investigation of a topic worth learning more about. The investigation isusuallyundertaken bya small group of childrenwithinaclass, sometimes byawholeclass,and occasionally by anindividualchild.” Two keyfeaturesofa project: Aprojectisafocusedefforttofind answers toquestions posed by children,ateacher, or by ateacherandchildren working together. The goal ofaprojectistolearnmoreabouta topicratherthantofindright answer to questionsposedbytheteacher. Katz, L. (1994). Theprojectapproach. (ERICDigest No. ED368509). Urbana:ERIC Clearinghouse on ElementaryandEarlyChildhoodEducation.

  42. Transparency 9.3 Themes andProjects:What’sthe Difference? Theme Abroadtopicusuallyselected by theteacher throughwhichchildrencangain new awarenessusing books,pictures,andotherlearningmaterials relatedtothattopic. Project Anin-depthstudy ofatopic that can be directly investigated using process skills to examine objects and events in a child’s environment.

  43. Transparency 9.4 HowcanItellifachild isinterestedinsomething? The curriculum that I use has specific themes already planned forthewholeyear. How can I do projects with my children and still follow my curriculum? Isitokayformeasateachertoguide childreninchoosingatopicforaproject, orshouldIalwaysletchildren come upwithtopicsontheirown?

  44. Transparency 9.5 AppropriateProjectTopics Appropriatetopicsforprojectsaredifferentfrom fears,obsessions,orfascinationwith characters oreventsinthemedia. Appropriatetopicsforprojectsmustinclude opportunitiesfordirectobservationandinvestigation intherealworld. Appropriate topicsmustinclude multipleopportunitiesforchildrento useskillsandstrengthenconceptsinnaturalways. Katz,L.&Chard,S. (1998). Issuesinselecting topics for projects.(ERICDigest No. EDO-PS-98-8). Urbana:ERICClearinghouseonElementaryandEarlyChildhood Education.

  45. Transparency 9.6 What’sInvolvedWith DoingProjectsWith YoungChildren? Reflection and Planning Project Field Work Representing and Communicating

  46. Transparency 10.1 Types of Documentation and Representation: ChartsGraphs Diagrams (including Venn diagrams) SketchesWritingExperiences ListsModelsandother three-dimensional representations Photographs DramaticPlay

  47. Transparency 10.2 Benefits of Project Work with Young Children: Projectscanprovideanexcellentavenue foraskingquestions. Projectscangivechildrennaturalopportunities touseprocessskillsandapply math andsciencecontent. Projects can notonlygivechildrenanopportunity topracticeskillsinanaturalsetting, butcanalsoleadtostrengtheningdispositions relatedtocuriosityandmotivation. Projectscanprovideexcellentopportunities forrichdocumentation. Projectscanhelptoaddressearlylearningstandards notdirectlyrelatedtomathandsciencecontent.

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