Higher Education

Exploring Science in Early Childhood Education, 4th Edition

  • Karen K. Lind, Ph.D. Illinois State University
  • ISBN-10: 1401862756  |  ISBN-13: 9781401862756
  • 416 Pages
  • Previous Editions: 2000, 1996, 1991
  • © 2005 | Published
  • College Bookstore Wholesale Price = $144.50

About

Overview

Exploring Science in Early Childhood, long used as a teaching tool at Harvard and other top universities, is the best example of a text that teaches activities and applications in a developmental sequence to support children’s learning. When put into practice, the approaches taught here will help children construct the concepts and skills essential to a basic understanding of science. These concepts and skills are also needed for an understanding of mathematics and are closely related to the skills used in reading, especially reading comprehension. The concepts, skills, and instructional strategies are aligned with the national standards in all fields and have been developed in cooperation with teachers at each developmental level, and then field tested for success. To further ensure success, assessments have been provided at every level. Finally, the emphasis on three types of learning-naturalistic, informal, and structured-makes the concepts, skills, and instructional strategies especially easy to integrate into different classroom or learning situations

Features and Benefits

  • Teaching approaches will give current and future educators the knowledge they need to teach developmental concepts and skills
  • Activities and applications prepare students and new and seasoned teachers to design lessons and to know when to use them
  • Emphasis on three types of learning�naturalistic, informal, and structured�makes the concepts, skills, and instructional strategies especially easy to integrate into different classroom or learning situations.

Table of Contents

Unit 1: How Concepts Develop.
Unit 2: How Concepts are Acquire.
Unit 3: Promoting Young Children's Concept Development through Problem Solving.
Unit 4: Assessing the Child's Developmental Level.
Unit 5: The Basics of Science.
Unit 6: How Young Scientists Use Concepts.
Unit 7: Planning for Science.
Section II: Fundamental Concepts, Skills, and Activities.
Unit 8: Fundamental Skills and Concepts in Science, One to One Correspondence; Number Sense and Counting; Logic and Classifying; Comparing; Shape; Spatial Sense; and Parts and Wholes.
Unit 9: Language and Concept Formation.
Unit 10: Applying Fundamental Concepts, Attitudes, and Skills, Ordering, Seriation, and Patterning; Measurement: Volume, Weight, Length, Temperature, and Time; and, Interpreting Data Using Graphs.
Unit 11: Applications of Fundamental Concepts in Preprimary Science.
Unit 12: Higher-Level Activities Used in Science Units and Activities Symbols; Groups and Symbols; Higher-Level Activities, and Concepts Used in Science Units and Activities. Section III: Using Skills, Concepts, and Attitudes for Scientific Investigations in the Primary Grades.
Unit 13: Overview of Primary Science,
Unit 14: Life Science.
Unit 15: Physical Science.
Unit 16: Earth and Space Science.

Efficacy and Outcomes

Reviews

The greatest strength is the complete connection between how children acquire new concepts and what a teacher should be doing to help each child have the very best foundation possible.

— Mary Clare Munger, M.Ed

Strengths of the book include the writing style and the depth of coverage of science concepts. The blend of theory, research, and application activities are also a strength.

— Linda Estes, Ed.D.,

Meet the Author

Author Bio

Karen K. Lind, Ph.D.

Dr. Karen K. Lind is the director of the Center for Mathematics, Science, and Technology at Illinois State University, where she holds a joint appointment as professor of curriculum and instruction, and professor of biological sciences. Dr. Lind is a professor emerita in the Department of Teaching and Learning at the University of Louisville in Kentucky, where she is the recipient of the Distinguished Teaching Professor award. Dr. Lind was elected as National Science Teachers Association (NSTA) Teacher Education Director and served as chair of the NSTA Science Teacher Education Committee. Dr. Lind's career in education has included teaching young children of differing socio-economic backgrounds in a variety of settings.