Ebook Active Experiences for Active Children: ScienceBy Carol Seefeldt, Alice Galper, Ithel Jones

Ebook Active Experiences for Active Children: ScienceBy Carol Seefeldt, Alice Galper, Ithel Jones

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Active Experiences for Active Children: ScienceBy Carol Seefeldt, Alice Galper, Ithel Jones

Ebook Active Experiences for Active Children: ScienceBy Carol Seefeldt, Alice Galper, Ithel Jones

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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.

• Sales Rank: #1047341 in eBooks
• Published on: 2011-06-01
• Released on: 2011-06-01
• Format: Kindle eBook

From the Back Cover

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.

About the Author
Carol Seefeldt, Ph.D. is a profressor emeritus of Human Development at the Institute for Child Study, University of Maryland, College Park. In her 28 year career she has received the Distinguished Scholar-Teacher Award from the university and has published 20 books, including Playing to Learn and more than 150 articles for teachers and parents. Dr. Seefeldt's research interests have focused on curriculum and program evaluation.

"Carol Seefeldt, Ph.D.," is Professor Emeritus of human development at the Institute for Child Study, University of Maryland, College Park, where she continues to teach graduate and undergraduate classes. She received the Distinguished Scholar-Researcher award from the university and has published 25 books and over 100 scholarly and research articles for teachers and parents. Her books include "Social Studies for the Preschool/Primary Child, Active Experiences for Active Children: Literacy Emerges," and "Current Issues in Early Childhood Education" (all with Alice Galper). She has also written "Playing to Learn and Creating Rooms of Wonder." She coauthored "Early Childhood: Where Learning Begins-Geography" for the U.S. Department of Education.

During her 40 years in the field, Dr. Seefeldt has taught at every level from nursery school for 2-year-olds through third grade. In Florida, she directed a church-related kindergarten, and served as Regional Training Officer for Project Head Start. She has frequently conducted teacher-training programs in the United States, Japan, and Ukraine, and is a frequent guest on radio and television talk shows.

Carol's research has revolved around program development and evaluation. She pioneered the study of intergenerational attitudes, and was the director of the Montgomery County Head Start-Public School Transition Demonstration Evaluation.

"Alice Galper, Ph. D.," educator and consultant, received her doctorate from the University of Maryland, College Park. Previously, she was a classroom teacher in New Hampshire and a Head Start Consultant in the Washington, D.C., area. She was a professor of human development teaching graduate andundergraduate courses in early childhood and human development at Mt. Vernon College, Washington, D.C., for nearly 20 years and at the University of Maryland. She assisted Carol Seefeldt on the research component of the Montgomery County Head Start--Public School Transition Demonstration Evaluation. Currently she is on the adjunct faculty at the University of Maryland.

Alice's research has revolved around intergenerational attitudes and program evaluation. She has written many articles for such journals as "Child Development, Journal of Educational Psychology," and "Early Childhood Research Quarterly."

Alice presents workshops and papers regularly at the National Association for the Education of Young Children Conference, the Head Start Research Conference, and the Society for Research in Child Development Biennial Meetings, among others.

Active in community affairs, Alice has been appointed by Mayor Anthony Williams of Washington, D.C., as cochair of the Interagency Coordinating Council of the DC Early Intervention Program for Infants and Toddlers, and she volunteers for Mary's Center for Maternal and Child Care, Inc.

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