Active Experiences for Active Children

Description

Part of a series of texts, Active Experiences for Active Children: Science, Third Edition, provides a theoretical foundation for teaching science to preschoolers and primary-grade children along with meaningful, standards-based, constructivist, hands-on learning “experiences” to guide teachers in their practice. Organized around the National Science Education Standards and the Benchmarks for Science Literacy, the textconsists of clear, concise, usable guides for planning meaningful learning experiences in science for children in childcare settings, preschool programs, Head Start and other federally funded programs, and kindergarten. Primary-grade children should be engaged in active experiential learning as well, and each experience is extended to the early primary grades (grades 1-3). 

Highlights of this edition:

• A new chapter on engaging children with the natural world (Chapter 14).
• Organized to address a variety of audiences, the text is formatted in two parts: Part One offers a foundation for young children and science; Part Two offers thematic based units full of content around the topical area, resources, teacher strategies, and inquiry-based experiences for children.
• Include references to the most recent reports on science education from the National Academies.
• Attractive new photos in the new edition are complemented by updated and expanded lists of books for children and adults
• Each of the active experiences chapters in Part Two includes new and exciting activities.
• A highly- readable, user-friendly text with an engaging, conversational style that will connect and resonate with its varied readers.

For Science in Early Childhood Education and Elementary Science Methods courses.

Part of a series of texts, Active Experiences for Active Children: Science provides a theoretical foundation for teaching science to preschoolers and primary-grade children with the addition of a large array of meaningful, standards-based, constructivist, hands-on learning “experiences” to guide teachers in their practice.

Organised to address a variety of audiences, the text is formatted in two parts: Part One is a foundation for teaching young children about science; Part Two offers thematic based topical chapters full of resources, teaching strategies, and inquiry-based experiences for children. The content has been expanded in the third edition with a new chapter on engaging children with the natural world, references to the most recent reports on science education from the National Academies, and many current Web sites for exploration. This highly- readable, user-friendly series text is formatted with an engaging, conversational style that will connect and resonate with its varied readers.

• For the Teacher and For the Children sections in the Part Two chapters provide a balance between intentional teaching resources and child-centered learning activities.
• The excellent coverage of important science content for children presents a consistent and well-rounded text rather than just a series of isolated science activities. The Key Concepts lists and Goals and Objectives support NAEYC Standard #4 and 5 for using effective approaches and using content knowledge to build curriculum.  
• Assessment techniques in the text allow teachers and students to use a variety of techniques, including forms of documentation.
• The robust Resource List contains a complete list of informational and fictional books and Web sites for children and adults, further assisting teachers in identifying sources.

• NEW! The brand new Chapter 14 on engaging children with the natural world explains why children need to get outside and engage with the natural environment. This new and contemporary content will provide pre-service and practicing teachers the resources and activities they need for engaging children with the natural world.

• NEW! Updated content in Part One (Chapters 1-5) includes references to more current research and reports on science education and the most recent information on how young children learn science.

• NEW! Extended content in Part Two (Chapters 6-13) includes new and exciting science activities for teachers to use with their students.

• NEW! Updated lists of recent resources, including books and Web sites, for teachers and students are featured in Chapters 6-14.

• NEW! Updated photographs featured throughout the text create a more vividly attractive and user-friendly text, serving to illustrate the expanded and revised content in the third edition.

• PART ONE    THEORY OF ACTIVE EXPERIENCES
• Chapter 1: Experiences and Science in Early Childhood: Theory Into Practice
• Chapter 2: Active Children–Active Indoor Environments
• Chapter 3: Active Children–Active Outdoor Environments
• Chapter 4: Bulding Connections to Home and Community Through Active Experiences
• Chapter 5: Experiences and Science Content
• PART TWO: GUIDES TO ACTIVE EXPERIENCES
• Chapter 6: I Am a Scientist
• Chapter 7: Living Things Grow and Change: Seeds and Plants
• Chapter 8: Living Things Grow and Change: Insects and Small Animals
• Chapter 9: How Toys Work
• Chapter 10: The Earth: Water, Weather, and Space
• Chapter 11: The Earth: Rocks, Minerals, and Fossils
• Chapter 12: The Human Body: The Senses
• Chapter 13: Healthy Bodies
• Chapter 14: Engaging Children With the Natural World: Environmental Education   
• References
• Resources
• Index  

Part of a series of texts, Active Experiences for Active Children: Science, Third Edition, is unique to the market by providing a theoretical foundation for teaching science to preschoolers and primary-grade children alongside meaningful, standards-based, constructivist, hands-on learning “experiences” to guide teachers in their practice. Organized around the National Science Education Standards and the Benchmarks for Science Literacy, the textconsists of clear, concise, usable guides for planning meaningful learning experiences in science for children in childcare settings, preschool programs, Head Start and other federally funded programs, and kindergarten. Primary-grade children should be engaged in active experiential learning as well, and each experience is extended to the early primary grades (grades 1-3). 

The experiences in this book are meaningful 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.

·     involve children in group work, investigations, or projects based on inquiry learning.

·     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.

·     provide the teacher with the opportunity to document and assess children’s learning.

Organized to address a variety of audiences, the text is formatted in two parts: Part One offers a foundation for young children and science; Part Two offers thematic based units full of resources for teachers, teacher strategies, and inquiry-based experiences for children. The content has been expanded in the third edition to include a new chapter on engaging children with the natural world (Chapter 14), references to the most recent reports on science education from the National Academies, updated and expanded lists of books and Web sites for children and adults, and new activities. This highly- readable, user-friendly series text is formatted with an engaging, conversational style that will connect and resonate with its varied readers.

Additional information