Dialogue on Early Childhood Science, Mathematics, and Technology Education

Selected Resources

Early Childhood Education Curriculum Materials and Instruction

Adams, Polly K., and Jaynie Nesmith. 1996. Blockbusters: Ideas for the Block Center. Early Childhood Education Journal, Vol. 24, No. 2. Human Sciences Press. New York, NY. ISSN 1082–3301.

Goals of block building in early childhood classrooms focus on physical, social, cognitive, and emotional development. Offers illustrations of task cards to use with blocks in math, science, language arts, and social studies.

Atkinson, Sue, and Marilyn Fleer. 1996. Science with Reason: A Developmental Approach. Heinemann. Portsmouth, NH. ISBN 0–43508–381–3. http://www.heinemann.com.

Based on the premise that learning is best accomplished when children engage in purposeful activity and real problems, 16 contributors describe what this kind of science teaching can look like for a range of science topics for primary school and elementary school children.

Baker, Ann. 1991. Counting on a Small Planet: Activities for Environmental Mathematics. Heinemann. Portsmouth, NH. ISBN 0–43508–327–9

The “whole math” approach is explained, and ideas are suggested for getting children to use math naturally when exploring their environment.

Beaty, Janice J. 1996. Preschool: Appropriate Practices, 2nd edition. Harcourt Brace. San Diego, CA. ISBN 0–15502–633–X.

This teacher’s manual focuses on developing self-directed “learning environments” for preschool children and on facilitating the children’s development through observation and support. Describes how to set up “centers” in classrooms, including those that focus on computers, math, and science.

Berry, Carla F. 1992. Planning a Theme-Based Curriculum: Goals, Themes, Activities, and Planning Guides for 4’s and 5’s. Addison-Wesley Publishing Co. Reading, MA. ISBN 0–67346–409–1.

Broekel, Ray. 1988. Experiments With Water. Children’s Press. Danbury, CT. ISBN 0–51601–215–0.

Experiments with temperature changes, capillary action, surface tension, and buoyancy are provided for children ready for additional challenges. (Photographs show children handling equipment that should be used under adult supervision.)

Bugs Don’t Bug Us. Bo Peep Productions. 1991. http://www.bopeepproductions.com

This video features insects in action in their natural settings, even changing into mature forms, plus creative movements and a good song that will build a child’s courage about encountering these creatures.

Burns, Marilyn. 1998. Thinking Math: Questions To Ask and Games To Play To Help Children Think Mathematically. Early Childhood Today, Vol. 12, No. 4. Scholastic, Inc. Jefferson City, MO. ISSN 1070–1214.

Caduto, Michael. 1990. Pond and Brook: A Guide to Nature Study in Freshwater Environments. University Press of New England. ISBN 0–87451–509–2.

Many creative ideas for involving children with nature.

Charlesworth, Rosalind. 1996. Experiences in Math for Young Children, 3rd edition. Delmar Publishers. Albany, NY. ISBN 0–82737–227–2.

Developmentally appropriate integrated curriculum is stressed as well as language and literature.

Claycomb, Patty. 1991. Love the Earth. Partner Press. ASIN 0–93321–247–X.

Many creative ideas for involving children with nature.

Eisenhower National Clearinghouse. 1998. Using Children’s Literature in Math and Science. ENC Focus. Eisenhower National Clearinghouse. Columbus, OH.

Helps teachers integrate reading and math and science, particularly in the elementary grades. Lists trade books to use in math and science as well as other resources.

ERIC Clearinghouse/EECE. A to Z: The Early Childhood Educator’s Guide to the Internet. ERIC Clearinghouse on Elementary and Early Childhood Education. Champaign, IL.

Offers an introduction to the Internet, describes common discussion-list commands, lists web sites, and provides instruction on finding and using ERIC on the Internet.

GEMS, Lawrence Hall of Science. 1993. Once Upon a GEMS Guide: Connecting Young People’s Literature to Great Explorations in Math & Science. GEMS, Lawrence Hall of Science. Berkeley, CA. ISBN 0–91251–178–8.

Annotates hundreds of books that can be read in connection with GEMS activities, math strands, and science themes for PreK–12.

George, Yolanda S., et al. (Eds.). 1995. In Touch With Preschool Science. American Association for the Advancement of Science. Washington, DC. ISBN 0–87158–551–5.

Includes information on starting a preschool science program and a wide selection of activities, written in both English and Spanish, to do with young children and their families.

Green, Moira D. 1996. 474 Science Activities for Young Children. Delmar Publishers. Albany, NY. ISBN 0–8273–663–9.

Child-initiated science projects incorporate “whole language” learning with a multicultural and anti-bias foundation.

Greenberg, Polly. 1993. Ideas That Work with Young Children: How and Why to Teach All Aspects of Pre-K, K Math Naturally. Young Children, Vol. 48, No. 4. NAEYC. Washington, DC. ISSN 0044–0728.

Teachers who are not mathematically inclined can learn enough math and enough about young children to become more satisfactory teachers of mathematics.

Hampton, Carol, and David Kramer. 1994. Classroom Creature Culture: Algae to Anoles. National Science Teachers Association. Arlington, VA. ISBN 0–87355–120–6.

This anthology of articles from Science and Children magazine focuses on the care of plants and animals brought into school from the wild. It is an important resource for teachers.

Horenstein, Sidney. 1993. Rocks Tell Stories. Houghton Mifflin. Boston. ISBN 0–39566–818–2.

The level of concise information in this book for older children makes good background prepartion for teachers of young children.

Levenson, Elaine. 1994. Teaching Children About Physical Science. McGraw-Hill. New York. ISBN 0–07037–619–0.

Lind, Karen K. 1998. Exploring Science In Early Childhood: A Developmental Approach, 2nd edition. Delmar Publishers. Albany, NY. ISBN 0–82737–309–0.

Contains research and experiments to help teachers develop appropriate science curriculum for preschool and primary-age children.

Macaulay, David. 1988. The New Way Things Work: A Visual Guide to the World of Machines. Houghton Mifflin. Boston. ISBN 0–39593–847–3.

This book gives the teacher the same revelations of “so that’s how it works” that children gain from their study of simple machines.

McCarty, Diane, et al. 1996. Mini-Portfolio on Math and Science. Teaching PreK–8, Vol. 26, No. 4. Early Years, Inc. Norwalk, CT. ISSN 0891–4508.

Presents six articles dealing with math and science education.

McIntyre, Margaret. 1984. Early Childhood and Science. NSTA. Arlington, VA. ISBN 0–87366–029–3.

This collection from Science and Children magazine offers suggestions for integrating the science skills of observation, identification, and exploration with traditional activities in art, music, and literature.

McVey, Vicki. 1991. The Sierra Club Book of Weatherwisdom. Sierra Club Books. San Francisco. ASIN 0-31656-341-2.

General background information on weather, plus suggestions for activities that could be adapted for early childhood classrooms.

Montessori Foundation. 1996. A Montessori Curriculum Scope and Sequence, Age 3–12. Montessori Foundation. Alexandria, VA.

Geography, mathematics, geometry, and life sciences are incorporated in this paper, which explains the curriculum for Montessori schools.

Moving Machines. Bo Peep Productions. http://www.bopeepproductions.com.

In this video, parallels are shown between heavy construction machines at work and young children playing with toys that look like these machines.

National Science Resources Center. 1996. Resources for Teaching Elementary School Science. National Academy Press. Washington, DC. ISBN 0–30905–293–9.

Annotated guide to hands-on, inquiry-centered curriculum materials and sources of help for teaching science from K–6.

National Science Resources Center. 1997. Science for All Children: A Guide to Improving Elementary Science Education in Your School District. National Academy Press. Washington, DC. ISBN 0–30905–297–1.

Oppenheim, Carol. 1993. Science is Fun! Delmar Publishers. Albany, NY. ISBN 0–82737–337–6.

Includes nature and science facts and activities appropriate for children ages 2 through 8. Stresses the importance of enjoying and appreciating our world.

Parker, Steve. 1992. The Random House Book of How Nature Works. Random House. New York. ASIN 0–67983–700–0.

Excellent background information on how animals meet their needs for food and air and how they grow, move, and protect themselves. Detailed illustrations. Paperback.

Pellant, Chris. 1992. Rocks and Minerals. Dorling Kindersley. London. ISBN 1–56458–033–4.

The excellent color photographs in this Eyewitness Handbook make it possible to identify any rock brought in by children, but the descriptions are highly technical.

Perry, Gail, and Mary Rivkin. 1992. Teachers and Science. Young Children, Vol. 47, No. 4. NAEYC. Washington, DC. ISSN 0044–0728.

Offers readers two perspectives—that of children and that of teachers–on getting started on good science. Suggestions are given to help those working with young children become better teachers of science.

Perry, Phyllis J. 1996. Rainy, Windy, Snowy, Sunny Days: Linking Fiction to Non-Fiction. Teacher Ideas Press. Englewood, CO. ISBN 1–56308–392–2.

Rivkin, Mary. 1992. Science Is a Way of Life. Young Children, Vol. 47, No. 4. NAEYC. Washington, DC. ISSN 0044–0728.

Article discusses how science is a way of doing things and solving problems. It is a style that leads a person to wonder, to seek, to discover, and then to wonder anew.

Russell, Helen Ross. 1991. Ten-minute Field Trips: Using the School Grounds for Environmental Studies (2nd ed.). National Science Teacher’s Association. Arlington, VA ISBN 0–87355–098–6.

Every city-bound teacher should know this book. Nature’s ability to triumph over asphalt and concrete permeates the text.

Science Books & Films. 1997. SB&F’s Annual Science Book List. American Association for the Advancement of Science. Washington, DC. ISSN 0098–342X.

A selection of the best children’s books reviewed in the 1996 volume year of Science Books & Films.

Seldin, Tim. 1996. At Home in the Natural World: The Montessori Approach to Science. Montessori Foundation. Alexandria, VA.

Full text available online at http://www.montessori.org.

Seller, Mick. 1993. Sound, Noise and Music. Glouster Press. ASIN 0–53117–408–5.

Good background information about sound as a form of energy, how it travels and is heard, and how music is made.

Smith, Susan Sperry. 1997. Early Childhood Mathematics. Allyn & Bacon. Needham Heights, MA. ISBN 0–20516–757–8.

National Council of Teachers of Mathematics standards-based book encourages teachers to create an active learning environment that fosters curiosity, confidence, and persistence in children as they learn math.

Spodek, Bernard, and Olivia N. Saracho. 1994. Right from the Start: Teaching Children Ages Three Through Eight. Allyn & Bacon. Needham Heights, MA. ISBN 0–20515–281–3.

Examines many issues concerning early childhood classrooms and learning, including science and mathematics for young children.

Sprung, Barbara, Merle Froschl, and Patricia B. Campbell. 1985. What Will Happen If…Young Children and the Scientific Method. Gryphon House. Beltsville, MD. ISBN 0–93162–902–0.

A guide for teachers to help incorporate math, science, and technology-related activities into the classroom in age-appropriate ways.

Vancleave, Janice. 1989. Biology for Every Kid: 101 Easy Experiments that Really Work. John Wiley & Sons. New York, NY. ISBN 0–47150–381–9.

Includes simple experiments with bean seedlings and molds.

Vancleave, Janice. 1991. Earth Science for Every Kid: 101 Easy Experiments that Really Work. John Wiley & Sons. New York, NY. ISBN 0–47154–389–6.

A broad array of Earth science and weather concepts are explored with experiments intended for the independent reader.

Vancleave, Janice. 1997. Janice Vancleave’s Play and Find Out About Nature: Easy Experiments for Young Children. John Wiley & Sons. New York, NY. ISBN 0–47112–940–2.

Introduces students to plants and animals by having them create fun items. Provides students with opportunities to discover things on their own.

Van Rose, Susanna. 1994. Earth (Eyewitness Science). DK Publishing. London. ISBN 1–56458–476–3.

This Eyewitness Science book combines fine illustrations with concise nuggets of basic geological information about rock formation, earthquakes, volcanoes, erosion, and more, which makes it an intriguing reference volume.

Wagner, Sigrid (Ed.). 1993. Research Ideas for the Classroom: Early Childhood Mathematics, Vol. 1. NCTM. Reston, VA. ISBN 0–2897–287–2.

Volume one of a three-volume set. Contains interpretations of the research available on the teaching of mathematics to youngsters in early childhood and continuing through to students in high school.

Wicker, Lynn, and Dennis McKee. 1997. Simple and Fun Science. Essential Learning Products. Columbus, OH. ISBN 1–57110–171–3.

Part of the Guided Practice book series, this book contains information and activities about Earth and life sciences that reinforce science process skills.

Zim, Herbert, and Paul Shafer. 1989. Rocks and Minerals. Golden Books. New York. ISBN 0–60611–806–3.

Comprehensive pocket guide for identifying rocks.

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Copyright 1999 by the American Association for the Advancement of Science (AAAS)