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Young children grow cognitively competent through joint processes of guided participation and appropriation wherein children use past interpretations of experiences in their lives to make sense of new events (Rogoff, 1990). While young children are deemed competent meaning-makers when supported by their everyday social contexts (Fivush and Hudson, 1991, Rogoff, 1990) in the early years of schooling, traditional classroom discourse styles do not facilitate the child's ability to access their personal meaning. Based on findings from three pilot studies, it was hypothesized that four features of the social context--the teacher's valuing of their personal meaning, encouraging children to personalize their narrative, use of informal conversational discourse, and encouraging peer contribution--would enhance children's meaning-making. In order to examine the relationship of these social context features on the process of meaning making, memories were collected from children in a four step memory book activity. Thirty-six teachers from five different socioeconomic settings conducted the memory book activity with 199 children wherein the children verbally reported on and made pictures of a self chosen event from their past. Transcripts, developed from the videotapes of the memory book activity, were rated for coherence and completeness of the memories, and the degree to which the four context features were in evidence. Multiple linear regression analysis was used to determine whether there was a relationship between the children's ability to access and communicate their memory and the four independent variables. The results indicate that the teachers valuing and commitment to children's personal knowledge is a significant predictor of coherent and complete memories. In this study, meaning-making and guided participation can be described as social and collaborative in nature, and proceeds in a four stage process.

This teacher's guide provides the background information, STEM concepts, and strategies needed to successfully implement an early STEM curriculum (Ramps and Pathways) with young children, ages 3-8. R&P actively engages young children in designing and building ramp structures using wooden cove molding, releasing marbles on the structures, and observing what happens. Children use logical-mathematical thinking and problem-solving skills as they explore science concepts related to motion, force, and energy. / https://dc.etsu.edu/etsu_books/1136/thumbnail.jpg

As teacher educators we work to make inquiry methodology explicit to help teacher candidates construct the link between theory and practice. Bringing inquiry learning into the early childhood curriculum method courses raises the potential for inquiry teaching practice for teacher candidates and models a constructivist practice in a higher education setting. Of the numerous curriculum studies available, few focus on methods of inquiry to guide adult learners’ to construct inquiry- teaching practices that they can transfer to their work with children. To improve the quality of our teaching in an Early Childhood Teacher Education program we researched and developed several tools to facilitate the transfer from teacher candidates own learning experiences to their teaching practice. We relied on the literature regarding the Reggio Emilia approach of inquiry learning and teaching based on documentation, as well as Creativity theory to help us develop a method to relate concepts with materials in a cycle of inquiry. Through our Cycle of Inquiry and the introduction of Concept Materials we promote representation which is a critical aspect of constructing knowledge about what it means to teach. We find that this differs from merely modeling hands-on activities in that it promotes higher level reasoning and creativity throughout the early childhood curriculum, as teacher candidates learn to reflect on and question the big ideas—thinking and learning—they observe in play to develop practice that extends learning along a conceptual continuum of inquiry. This data accumulated over the course of two years at East Tennessee State University and the University of Michigan-Dearborn through our process of developing and implementing curriculum for teacher educators that models action research and teacher as researcher.

The purpose of this article is to encourage early childhood educators and the related professional development and research communities to become the leading voices in determining the direction of early childhood education. To support this vital, and complicated transition, this discussion revisits fundamental aspects of what is meant by early childhood education and intends to spark discussion and the direction needed to guide thought and action as nations begin a shift towards more affordable, universal and, most importantly, high-quality early childhood education.

Book Summary: The new edition integrates thirteen critical themes that are foundational to the field today: the importance of children’s literacy development, teaching in increasingly diverse classrooms, applying developmentally appropriate practice, closing the achievement gaps between children in poverty and those that are more economically advantaged, integrating special education and early childhood education, teaching in an inclusive classroom, closing school readiness gaps, meeting the challenges of teacher accountability, integrating STEM subjects into the curriculum, providing for children’s mental health, using technology to support learners, developing as a professional, and guiding children’s behavior to promote personal responsibility. The new edition retains the engaging style that has made the book so popular and provides practical examples of authentic teaching practices used by master teachers around the country. Its strong coverage of development in the age-specific chapters and its emphasis on diversity make it the leading book in the field. The Enhanced Pearson eText features embedded video, video analysis exercises, and assessments.

Thesis (MPhil)--Macquarie University (Australian Centre for Educational Studies, Institute of Early Childhood), 2007. / Submitted in fulfilment of the requirements for the degree of master of Philosophy Macquarie University, Australian Centre for Educational Studies, Institute of Early Childhood. 2007. Bibliography: p. 199-227.

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<p>The impact that preschool education has on children&rsquo;s cognitive abilities as they prepare to enter kindergarten is a subject that is not widely researched. The purpose of this study is to examine the factors that are associated with cognitive development among preschool age children. This study was completed by conducting a quantitative study in which secondary data was obtained from an early education center Desired Results Developmental Profile (DRDP) from the 2014&ndash;2015 preschool year. The results found that the participant&rsquo;s age was positively associated with cognitive, language and literature, math and self and social development. The study also found that female participants had higher scores in the self and social developmental domain. Gender, ethnicity and home language were not significant to cognitive, English language and math development. Study findings have implications for social and behavioral sciences. The findings in the study were positively associated with the educational activities that preschool children receive as it relates to their cognitive developmental growth and readiness for kindergarten. </p>

<p> Rubinstein-Taybi Syndrome (RTS) is a rare congenital neurodevelopmental disorder that often presents with corresponding speech and language delays. However, the available literature on communicative development in RTS is currently very limited. The purpose of this retrospective single-case research study was to evaluate the effectiveness of the Picture Exchange Communication System (PECS), an aided augmentative and alternative communication (AAC) system developed to teach functional communication to children with limited communication, on communicative abilities in RTS by providing a detailed profile of the intervention procedures utilized for a 6-year-old child with RTS. The aim of this investigation was both to contribute to the existing literature on the syndrome, as well as to document the success of the PECS system in children with RTS. Specifically, the current study explored the participant&rsquo;s communicative progression and development in the areas of (a) communication initiation, (b) vocalization, and (c) eye contact after Phases 1-4 of the PECS protocol were implemented. Data records from 26 evaluation and intervention sessions completed during the participant&rsquo;s Spring 2014 attendance at the CSULB Department of Speech-Language Pathology&rsquo;s Speech and Language Clinic were analyzed in order to evaluate the effects of the PECS protocol on the participant&rsquo;s communicative abilities. Results indicated that the PECS treatment significantly improved the participant&rsquo;s communicative abilities, namely, by increasing her initiation of communicative exchanges, increasing use of vocalizations and word/phrase approximations, and increasing eye contact with communication partners. The current study supports the use of the PECS protocol in children with RTS as a functional communication system.</p>