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Young Investigators has been expanded to guide today’s teachers
through the process of conducting meaningful investigations with
young children. This fourth edition of the bestseller begins with a
new chapter, “How Children Really Learn,” which summarizes
insights from mind-brain education research, showing how
experiences firmly rooted in children’s curiosity and interest
build intellectual capacity. The book then introduces the Project
Approach with step-by-step guidance for incorporating child
initiation and direction into curriculum while simultaneously
addressing content standards. A new focus on critical Teacher
Decision Points uses fresh-from-the-classroom examples to show how
teachers think through project work. The emphasis on STEM
experiences has been expanded to include STEAM through a new
chapter, “The Role of Project Work in the Arts” This book makes
project-based learning possible with the youngest children
(toddlers through 2nd grade) who are not yet proficient in reading
and writing, but capable of deep, focused thinking. Throughout,
readers empathize with teachers’ concerns, witness how they find
solutions to challenges, and feel the excitement of children during
project work. Young Investigators is appropriate for teachers new
to using the Project Approach, as well as for those who already
have experience. Book Features: • Examples of projects from child
care centers and preschool, K–2, and special education
classrooms. • Instructions for incorporating standards and STEAM
skills into project work. • A variety of experiences to help
children connect to the natural world. • Toddler projects that
reflect knowledge from recent mind-brain research. • Tools for
integrating required curriculum goals and for assessing
achievement. • A Teacher Project Planning Journal that leads
teachers through the major decision points of project work. •
Full-color photographs of children engaged with projects. • A
study guide for pre- and inservice teachers (available at
www.tcpress.com).
Now in its third edition, this book shows teachers how to
incorporate the Project Approach into early childhood and
elementary curricula, engaging children intellectually and
heightening their capacities for thinking, hypothesizing,
reasoning, and expressing their natural curiosity. Why has the
Project Approach proven to be so successful for engaging young
children intellectually and supporting their capacities to think,
predict, hypothesize, reason, and express their natural curiosity?
Simply put, because project work provides meaningful contexts in
which children can readily apply and perceive the usefulness of
their growing academic skills. This book provides a brief history
and overview of the Project Approach and a thorough explanation of
how to better use this method proficiently in a wide range of
educational contexts. This book is intended for teachers, early
childhood practitioners, caregivers, and student teachers. Readers
will learn how to apply this approach to engage children's interest
and facilitate their intellectual development. The book's chapters
articulate the processes and benefits of the Project Approach,
identify and detail the three phases of project work, and provide
specific suggestions for implementing each phase. The importance of
documenting children's work to record the story of their
investigation and findings is also discussed. Presents the
philosophical, theoretical, and research bases of project work that
serve to explain how the Project Approach enables children to make
better, more in-depth and accurate sense of their experiences and
phenomena in their everyday environment Includes descriptions of
numerous projects implemented with children in a wide variety of
settings to guide teachers through developing their own successful
projects with children Provides a comprehensively updated new
edition of the well-known standard book on the Project Approach
This book contains a collection of the author's previously
published articles on early childhood care and education. Each
chapter was written in response and reaction to particular events
or contexts that were provocative. Many of the issues explored were
stimulated by experiences with teachers and caregivers of young
children, many of whom were also the author's students, as well as
with other professional colleagues. These background experiences
and events are described briefly in the introduction to each
article.
The field of education generally, and teacher education
particularly, is experiencing some general disquiet with
traditional approaches to the identification and classification of
knowledge. Formal research studies, long the source of the
knowledge base of teaching, is discredited by new ideologies that
are based in the women's movement, the multiculturalists, and
persons taken up with newer research strategies called
"naturalistic," "ethnographic," or "case study" approaches. The
book is a collection of essays that rehearses the issues facing the
field, and addresses them in forthright fashion.
This book contains a collection of the author's previously
published articles on early childhood care and education. Each
chapter was written in response and reaction to particular events
or contexts that were provocative. Many of the issues explored were
stimulated by experiences with teachers and caregivers of young
children, many of whom were also the author's students, as well as
with other professional colleagues. These background experiences
and events are described briefly in the introduction to each
article.
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