Early Years Bulletin
Summer 2016 vol 3 no 4
Focus on Infants & Toddlers editors: Laura Hooks & Nur Tanyel
Early Dual/Multi-Language Learners By Nur Tanyel, University of South Carolina Upstate
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magine that you are visiting a foreign country and do not speak the language, other than saying “yes” and “no.” As you are walking from the museum back to your hotel, you realize that you made a wrong turn but cannot recall where. Hesitantly, you approach a stranger asking “English?,” but the stranger says “No.” You continue walking and ask a few more strangers, but have no luck finding someone to speak your language. You finally find someone willing to help. Feeling hopeful, you pull out a slip of paper listing the hotel address and show it to the stranger. He smiles and starts giving you directions with hand gestures. Desperately, you listen for words that sound somewhat familiar and try to make sense of what this stranger is telling you. Abruptly, he finishes and walks away. You still don’t know how to find your hotel, and you feel alone, lost, hopeless, and scared. When young children whose home language(s) is not English enter child care programs, they may experience feelings similar to a lost visitor to a foreign land. In such situations, adults rely on previous experiences and skills to
Contents
p. 5 - Children’s Books p. 8 - Activities in the Classroom p. 10 - Helping Families Become Advocates p. 13 - Meaningful Integration of Music for Learning Science
find their way, such as backtracking or using technology. However, young children have not yet have developed the skills to cope with a new environment. Child care providers and adults can do much to facilitate a smooth transition and adjustment for dual/multilanguage learners. This article will examine the language development of dual/multi-language learners, and describe how practitioners can help young children’s dual/ multi-language development in early childhood programs. Dual/Multi-Language Development in Early Years In the United States, 25% of children under the age of 5 live in a bilingual household (U.S. Census Bureau, 2006), and these numbers are projected to grow in the coming decades. In order to support language development in young children, it is necessary to understand the effects of dual/multi-language exposure on overall language development (Hirsh-Pasek & Glinkoff, 2012). Two views about bilingual development that can be found in academic and medical circles present challenges to support for dual/multi-language development. The first view claims that exposure to more than one language may confuse language experience in children at an early age, causing cognitive and language delays. This view still circulates, worrying immigrant parents who would like their children to learn both languages yet are concerned about whether they are doing the right thing by speaking the home language(s) to their children. Scientific literature dismisses this view that children are confused by dual/multi-language input. The results of these studies indicate that bilingually developing children reach milestones of language development continued on page 2
Early Years Bulletin continued from page 1 within the normal range just as monolingual children do (Hoff & Place, 2012). The second view suggests that children can acquire more than one language without confusion or hindering the process of language acquisition; however, learning more than one language takes longer than learning only one language (Hoff & Place, 2012). Yet, research indicates that bilingual children’s vocabulary acquisition rate is the same as that of monolingual children, albeit distributed between two or more languages. Level of immersion and the amount of exposure time in both languages are predictors of children’s rate of vocabulary acquisition, as well as their language development. Therefore, the environment in infant and toddler programs plays a significant role in dual/multi-language development. Additionally, dual/multi-language exposure influences the quality of cognitive systems, primarily in terms of executive function. Studies suggest that dual/multilingual experiences change the way attention is directed to the environment. More than one language presents different sets of sounds, intonation, and speakers, and even facial expressions, to infants and toddlers; this draws attention to the contrasts between language systems. Therefore, young children learn to attend more carefully, identifying subtle environmental differences that require attentional processing. Furthermore, all languages are active in dual/multi-linguals within the cognitive systems. Therefore, the executive function system is incorporated into language processing to direct attention to the target language, constantly reorganizing and enhancing working memory, inhibition/emotional control, and cognitive flexibility (Bialystock, 2015). Thus, dual/multilingualism enhances executive function through constant language selection and comprehension. Enhancement of executive function is a major predictor of academic success in later years. Preparing Early Care and Education Programs for Dual/Multi-Language Learners Early care and education programs should prepare teachers to establish trusting relationships with diverse families. Children and families should find a welcoming atmosphere as they enter the program (Nemeth & Erdosi, 2012). Here are some steps that can be taken to build connections with children and families:
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Summer 2016 • Initial preparation to the program: Practitioners need to find out the language(s) of the family before the child starts the program. When children and families see familiar images and hear their language(s), they will feel more at ease; therefore, the child’s primary caregiver should learn a few words in the family’s home language(s). Some programs ask parents to record and spell key words that the child can understand and communicate with in the home language(s). Also, the family can help by bringing pictures of items with labels for teachers to use in order to recognize words and what these words represent for the child. Examples of such words include: hello, goodbye, bathroom or toilet, diaper, eat, bottle, yes, no, mommy, daddy, and friend. Additionally, arranging a few consecutive days for the child and family to visit the program together will prepare the child for the first day drop-off. • Special first day: It is very important for the teacher to be prepared to welcome a new child and family on the first day. Saying hello in the child’s home language and pronouncing the child’s name correctly is key. The teacher can create a successful first day experience by spending time with the child and family members to remind them of familiar objects and routines. A successful first day drop-off reduces the anxiety of not being able to speak the language for both the child and the family. It is also important to represent the cultures and languages of the children in the infant/toddler room. This can be done by displaying pictures of families representing different backgrounds, displaying pictures of the children with their families in familiar settings, and stocking children’s books in different languages. • Fostering responsive and trusting relationships: Primary caregiving practices are important for children in infant/toddler rooms and are especially significant for dual/multi-language learners. Primary caregivers will help the child navigate the learning environment and develop verbal and nonverbal communication in a trusting relationship and this, in turn, will foster language development. The teacher needs to establish this bond in order to read the child’s verbal and nonverbal cues, and this will also help the child learn to understand the teacher’s cues as well. • Home language(s) and English use within routines: Immersing infants/toddlers in language is important for monolingual and dual/multi-lingual development alike. Practitioners should use “self-talk,” such as “I am putting
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this smock on you for this painting activity,” and “parallel-talk,” such as “You are painting with the color yellow.” Exercising these strategies in meaningful contexts will expand the young child’s vocabulary. Most important, practitioners should accept the use of any combination of a child’s languages without criticizing or correcting the child’s code-switching (mixing languages). Through ongoing observations, practitioners will be able to understand a child’s nonverbal communication. Initiating nonverbal communication is also a significant contributor to the child’s language development. Observing the child’s gaze, pointing, and reaching will help practitioners understand the child’s conceptual knowledge, as will observing the child’s pretend activities, offering activities for meaningful communication, and participating in the child’s play. Sharing picture books, books without words, and child illustrations of experiences provides perfect opportunities to introduce new vocabulary and provide children opportunities to express themselves in dual/multi languages (Stechuk, Burns, & Yandian, 2006). Building Connections With Dual/Multi-Lingual Families As seen in the vignette, new and unfamiliar experiences may create negative feelings. When young children come to a new program, they may feel alone and helpless, especially when they do not understand the language. Successful programs develop strategies to reach out and involve parents in order to make dual/multi-lingual children’s learning experiences more pleasant and ease the transition for them. In order to build relationships with families and establish a strong foundation for an infant and toddler program, practitioners and directors need to reach out to diverse communities. Letting families know that the program is prepared to welcome dual/multi-lingual families is important. Flyers displayed in local community centers can provide information about the program in the language of the diverse community. This will set the stage for a positive relationship with the potential clients. Similarly, presenting a welcoming environment with pictures that are representative of diverse families and communities along with signs and displays in the different languages and cultures of the community will present a welcoming first impression for children and parents. Such a welcoming first impression is particularly
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important for parents who do not speak English. Effective communication between parents and teachers is critical for every early childhood program. Professionals who are working with young children can take advantage of formal and informal interactions with parents throughout the day. Such exchanges can help teachers better understand parents’ perceptions of their children, parents’ expectations of the program, and parents’ feelings and concerns. Sharing children’s artwork, displaying children’s pictures, and showing examples of activities that children are involved with during the day will help parents understand the nature of the program while building mutual trust. Building relationships with parents is essential for infant/toddler teachers; however, doing so can be challenging when parents are non-English speakers. Providing opportunities for parents to participate in classroom or school activities will help parents feel more welcome to the program. For example, asking parents to read books in the family language as well as in English side by side can be beneficial for both children and parents. Teachers and parents may use translation programs or apps to translate some of the words during such activities. During these activities, parents will see firsthand how teachers interact with and involve children throughout daily routines, how infants and toddlers learn with developmentally appropriate activities, how to capture and sustain children’s attention, and when to follow the children’s lead as they move from one activity to another. Likewise, teachers will see how parents interact with and comfort their children. The use of active listening skills plays an important role in effective communication with parents by helping to build a working relationship that supports home and school collaboration in a cultural context (McNaughton, Hamlin, McCarthy, Head-Reeves, & Schreiner, 2007). Active listening can be achieved by paying attention, paraphrasing, reflecting, clarifying, and encouraging. • Paying attention: Facing the other person indicates your undivided attention. Focus on the speaker’s body language, vocal intonation, and facial expressions and whether each matches what he/she is saying. • Paraphrasing: Restating the basic ideas and facts of the conversation will help ensure that you have made an continued on page 7
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Summer 2016
Books for Infants & Toddlers
Suggested Dual Language Children’s Books A Nest in Springtime: A Bilingual Book of Numbers By Belle Yang
It’s Time for Preschool By Esme Raji Codell
Head, Shoulders, Knees and Toes . . . (Dual Language Baby Board Books) By Annie Kubler
Bilingual Books By Milet Publishing
First 100 Words Bilingual By Roger Priddy
My First Book of Russian Words (A Picture Dictionary) By Katy R. Kudela
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Early Years Bulletin
Children’s Books
By Angela Wiseman, North Carolina State University
Kim, Hanmin Tiptoe Tapirs. ISBN 0-823-43395-1. New York, NY: Holiday House, 2015. 32 pages. Tiptoe . . . tiptoe . . . tiptoe, go Tapir and Little Tapir through the jungle one day. It is Little Tapir’s third birthday and she wishes to celebrate the day with a mud cake. Like any smart tapir would, they make their way past the waterfalls and streams without anyone knowing. But who shall they meet at the Great Puddle? Using repetition and onomatopoeia, the author brings you along for a journey across the jungle floor. With beautiful illustrations, this book tells the story of a kind animal’s escape to safety.
this heartwarming tale of two grandparents’ unconditional love is sure to put a smile on any reader’s face. Stower, Adam Troll and the Oliver. ISBN 978-0-7636-7956-9. Somerville, MA: Templar Books, 2015. 34 pages. Every day around lunch time a Troll hunts an Oliver to eat for lunch! The Oliver playfully escapes, taunting the Troll with songs. One day, the Oliver believes that Troll has finally given up; but has he really? Read Troll and Oliver to find out why you should always carry a piece of cake with you! Florian, Douglas Pig Is Big on Books. ISBN 978-0-823-43424-4. New York, NY: Holiday House, 2015. 24 pages. Pig loves all kinds of books. Pig loves to read anywhere and with everyone! One day, Pig didn’t have any books at all. Will he solve this very big problem? Read to find out! This book is full of intentional repetition and sight words, which makes the language easily accessible for young readers. The drawings are dynamic and clearly evoke children’s crayon drawings, reinforcing the book’s inspiring message of how readers become writers.
Vamos, Samantha R. Alphabet Trains. Illus. by Ryan O’Rourke. ISBN 1-580-89592-1. Watertown, MA: Charlesbridge, 2015. 32 pages. “A is for Auto Train. Load your car on the rack. B is bullet train—high speed on welded track.” Using rhymes and beautiful illustrations, this book travels by train through the alphabet one letter at a time. As you learn about the different types of trains and what they carry, you are also learning about the letter it represents. If you look closely enough, you can spot each letter hidden on the page. The disguised letters provide an added layer of fun for all young letter detectives!
Arnold, Tedd Vincent Paints His House. ISBN 978-8234-3210-3. New York, NY: Holiday House, 2015. 26 pages. Vincent wants to paint his house, but the animals with whom he shares his house disagree on the color. Vincent finds a creative compromise that gives everyone a say in the color of their home. This book could provide a good frame of reference for discussing colors, as each color is shown to have many different shades and names. This book is also a great introduction to the creative process, problem solving, and the artist Vincent Van Gogh.
Clements, Andrew Because Your Grandparents Love You. Illus. by R. W. Alley. ISBN 978-0-544-14854-3. New York, NY: Clarion Books, 2015. 32 pages. Although the boy and girl in this story make plenty of mistakes, they always have their grandparents’ love and patience to guide them on the right path. These everreassuring grandparents refrain from scolding and discouraging their mischievous grandchildren; instead, they offer soothing words of advice. Told in a lyrical, repetitive pattern, accented with charming depictions of farm life,
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Early Years Bulletin continued from page 5
Summer 2016 uses the paintbrush to provide captivating detail as she portrays her characters and fills in the background. We cannot wait to read more books in the Stella series!
Ancona, George Can We Help? ISBN 978-0763-6736-73. Somerville, MA: Candlewick Press, 2015. 45 pages. Through Can We Help?, kids of all ages learn ways to give back to their communities—from delivering meals to training assistance dogs for people with disabilities. Parents and children alike will get ideas for volunteering at local places, such as farms, soup kitchens, animal shelters, local parks, schools, and more. Giving back has no age limit and George Ancona shows that you can make your community a better place by helping people!
Evans, Marilyn Grohoske Spit & Sticks: A Chimney Full of Swifts. Illus. by Nicole Gsell. ISBN 01-580-89588-0. Watertown, MA: Charlesbridge, 2015. 32 pages. This is a beautifully written and illustrated story about the chimney swifts that live in the chimney of a farm house and then migrate. The story is being told as the family who live in the house experiences their own huge change—a new baby! Lovely, simple, yet powerful, watercolor illustrations complement fascinating information about the migration and life of chimney swifts.
Heling, Kathryn and Deborah Hembrook Clothesline Clues to Sports People Play. Illus. by Andy Robert Davies. ISBN 978-1-58089-602-3. Watertown, MA: Charlesbridge Publishing, 2015. 40 pages. In Clothesline Clues to Sports People Play, the reader learns about the equipment needed for seven different sports. Using colorful illustrations and clues, children will enjoy reading along to fun rhymes as they try to guess the sport. Read this book, looking carefully at clues to try to guess what sport each character plays.
Becker, Bonny A Library Book for Bear. Illus. by Kady MacDonald Denton. ISBN 0-763-64924-1. Somerville, MA: Candlewick Press, 2014. 32 pages. This is the story of unlikely friends—an over-excited mouse and a less-than-happy bear. The reluctant bear does not believe that he needs more books; he already has plenty! This story emphasizes the power of choice and how important it is for readers to be able to choose books they are interested in to develop a love of reading.
Stills, Caroline Mice Mischief: Math Facts in Action. Illus. by Judith Rossell. ISBN 0-823-42947-9. New York, NY: Holiday House, 2014. 21 pages. Learning math facts can be boring, but not when you can get up and move! Mice mischief is a great way to explore the ways numbers work together and how math relates to real-life concepts. This book is also a great starting point for integrating the arts into the classroom. Students can act out the story as it is read and develop number sense at the same time. Stills does a great job keeping the verbs interesting and the mice mischievous!
Stein, Garth Enzo Races in the Rain! Illus. by R.W. Alley. ISBN 0-662-29533-0. New York, NY: HarperCollins, 2014. 40 pages. The puppy Enzo will capture readers’ hearts; after reading this book, we know why dog truly is man’s best friend! Enzo is named after a famous race car driver whose motto was never give up. This is a story of overcoming adversity and believing in oneself. Enzo definitely shows us why it is important to persevere and overcome challenges! Bagley, Jessixa Boats for Papa. ISBN 978-1-626-72039-8. New York, NY: Roaring Brook Press, 2015. 32 pages. Buckley and his mother live by the beach in a comfortable house. Buckley loves finding things on the beach and making boats out of driftwood. He sends every boat out to his dad with a note that says, “For Papa. Love, Buckley.” This story shows the powerful emotions associated with
Gay, Marie-Louise Read Me a Story, Stella. ISBN 978-1-554-98216-5. Berkeley, CA: Groundwood Books, 2013. 32 pages. Stella is a charming little girl; readers will relate to and fall in love with her. She embodies how a good book can arm a reader with knowledge. The book is written beautifully, and the watercolor pictures are breathtaking. Gay
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losing a parent. While the reason for the father’s absence is not explained in this book, the story is relatable on many levels for anyone who has experienced death or loss. Myers, Christopher My Pen. ISBN 978-1-423-10371-4. Los Angeles, CA: Hyperion, 2015. 32 pages. The main character tells us he may not be powerful, rich, or famous, but he has his pen, which can “tap dance on the sky,” “draw clouds with its feet,” and even “worry about all the wars in the world.” This beautifully illustrated book demonstrates the power of written expression. Inspiring continued from page 3
language and exceptional images will motivate readers to make a difference in the world! DePaola, Tomie Look and Be Grateful. ISBN 978-0-8234-3443-5. New York, NY: Holiday House, 2015. 24 pages. “Today is today, and it is a gift,” Tomie DePaola writes in concise and repetitive language that is both meditative and content. We see the world, illustrated beautifully yet simply, from the perspective of a boy as he goes through his day. As we view life from his perspective, we are reminded to have gratitude for all things. if the home language(s) is not English. Practitioners can use developmentally appropriate practices that incorporate the child’s language(s) with opportunities to express themselves in a meaningful context that will also enhance social, emotional, and cognitive development. Practitioners can develop skills, learn strategies, and find resources that are successful with diverse children and families. The outcome of these efforts will last a lifetime for children.
accurate interpretation. By saying, “It sounds like . . .” or “So in your opinion what happened was . . .” or “Is it correct that . . .,” you will show that you were listening and understanding what has been said. • Reflecting: Reflect the feelings of the parent by saying, “Are you saying you are angry/glad/disappointed because . . . ?” or “It sounds like you feel. . . .” Hearing someone else express their emotions will help parents evaluate those feelings and validate mutual understanding of the communicated feelings. • Clarifying: Ask open-ended questions to elicit more information. “How do you think . . . ?” or “Why is it . . .” will help communicate different point of views. • Encouraging: Making empathic comments, such as, “Can you tell me more about that?,” or expanding the conversation by saying, “Really?” or “Is that so?” will demonstrate interest in conversation and encourage parents to openly communicate.
References Bialystok, E. (2015). Bilingualism and the development of executive function: The role of attention. Child Development Perspectives, 9, 117121. Hirsh-Pasek, K., & Glinkoff, R. M. (2012). How babies talk six principles of language development. In S. Odom, P. E. Pungello, & N. GardnerNeblett (Eds.), Infants, toddlers, and families in poverty: Research implications for early child care. New York, NY: The Guilford Press. Hoff, E., & Place, S. (2012). Bilingual language learners. In S. Odom, P. E. Pungello, & N. Gardner-Neblett (Eds.), Infants, toddlers, and families in poverty: Research implications for early child care. New York, NY: The
Ideally, a certified interpreter’s presence will ease the conversation, but one may not always be available.
Guilford Press. McNaughton, D., Hamlin, D., McCarthy, J., Head-Reeves, D., & Schreiner, M. (2007). Learning to listen teaching an active listening strategy to
Conclusion In conclusion, it is important to know and understand the child, his/her family culture and cultural context, language, and child/family interests in order to implement developmentally appropriate practices. Including cultural practices and unique characteristics in mutually respectful ways will help embrace the child and the family as individuals. Young children need support in all developmental domains, especially language,
preservice education professionals. Topics in Early Childhood Special Education, 27, 223-231. Nemeth, K. N., & Erdosi, V. (2012). Enhancing practice with infants and toddlers from diverse language and cultural background. Young Children, 67, 49-57. Stechuk, R. A., Burns, M. S., & Yandian, S. E. (2006). Bilingual infant/ toddler environments: Supporting language & learning in our youngest children, a guide for migrant & seasonal Head Start programs. Washington, DC: AED Center for Early Care and Education.
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Early Years Bulletin
Summer 2016
Activities for the Classroom editors: Patricia A. Crawford and April A. Mattix Foster
Sharing the Pen: Interactive Writing in the Early Years The following “Activities for the Classroom” column was submitted by Michelle J. Sobolak, Clinical Assistant Professor of Reading Education, at the University of Pittsburgh, and April A. Mattix Foster, Assistant Professor of International Elementary Education at George Mason University.
As my kindergarten class was called to assemble on the carpet, they were greeted with a simple drawing of a person building a snowman. One excited student called out, “I built a snowman this weekend, too!” Many other students joined in the excitement, describing what they did on the snowy weekend. My kindergartners were full of ideas for our shared writing experience. I spoke to them about how a picture can often help us brainstorm writing ideas. Today, we would share the pen to talk about winter activities. The children were ready to write a narrative story with me about their adventures.
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oung children are often very excited about the prospect of writing and sharing their ideas, an enthusiasm we most certainly want to encourage. The writing process is complex, however, and it is important for teachers to find ways in which to engage children—and their enthusiasm—in writing, while at the same time helping them undertake the journey of understanding the writing process. Sharing the pen, or interactive writing, is one way in which we can help children navigate this path. Interactive writing is a collaborative writing process in which students actively compose writing, along with the teacher, as they examine conventions of writing, such as word choice, organization of text, and mechanics. Interactive writing provides a way for teachers to model writing while engaging students in the process of attending to the details of writing and writing conventions.
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Interactive writing is designed to support reading, writing, and language development simultaneously, and it provides a balance of both explicit teacher instruction with authentic student participation. Sharing the pen writing is a powerful tool for teachers to help guide students in their development of writing and their understanding of the writing process, while enriching their knowledge of writing conventions. Utilizing interactive writing allows teachers to model how writing works and engage students as co-writers; it allows the act of writing to be focused upon as a process and a way of thinking. Suggestions for Engaging in Interactive Writing Interactive writing provides a means to teach students the writing process, focus on writing genres, and develop students’ language and phonics skills through creating one shared writing piece. A teacher can carefully plan an interactive writing lesson to meet the needs of her classroom. First, decide what genre of writing upon which to focus. Will the focus be on teaching students how to write their names, a friendly letter, or a sentence to go with their drawing? Will they be generating a list of action verbs or perhaps be writing an informative piece on a recent science topic? Interactive writing is a powerful strategy for children at varied levels of writing experience. It can be utilized for writing across a range of genres, from list making or grammar practice to narrative, expository, or persuasive writing. While sharing the pen with students, instruction occurs on how to write in the specific genre. Students receive guidance through the writing process as they
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experiment and make errors. To share the pen effectively, a teacher considers what phonics and spelling skills her students have been exposed to in practice. Students are responsible for writing as much of the text as possible. Errors provide the teacher with a unique opportunity to assist the writer and discuss spelling, phonics, conventions, and grammar skills with the full class. Errors can be quickly covered with white tape as the student works to correct spelling, grammar, or conventions. As students progress through the grades, they share the pen for increasingly more time. While a student in pre-K may only be asked to write specific letters or sight words, a kindergarten student will be able to write more as he or she learns short vowel sounds and additional sight words. By 1st grade, students may be responsible for all the writing, with guidance from the teacher on multisyllabic or challenging words. In addition to sharing the pen, the ideas for the writing come from the students. The teacher can elicit ideas from the class and work with the students to sharpen each sentence prior to writing. This process helps students develop their writing skills and provides them with guidance from a proficient writer through a think aloud. The class works to brainstorm and develop each sentence as they work toward the finished product. Once the word, phrase, or sentence is decided upon, individual students are called up to the board, chart paper, or dry erase board to write. Students may be responsible for writing one letter or a full sentence, depending upon their age and ability. This provides the teacher with an opportunity to work with individual students and provide differentiated practice. When a word, phrase, or sentence is written, students are asked to read the text together, which serves as an opportunity for decoding and fluency practice. As the composition is completed, it can be displayed around the room and used as a familiar re-read for future fluency practice and as a guide for future writing in that genre. Helpful Hints on How to Engage the Full Class During an interactive writing lesson, the whole class is engaged in discussion about genre and the writing process, and in correcting spelling, conventions, and grammatical errors. However, only one student can write at a time, and it is important to keep the other learners engaged. There are several ways to engage all learners as one student writes:
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• • • • • •
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Spell words out loud as a group Trace the letter or word in the air Brainstorm other words that begin with a specific sound Write on small dry erase boards Count the number of words in a sentence Participate in phonological awareness activities, such as segmenting words or brainstorming rhyming words Discuss writing conventions.
While reading and reading instruction garner a great deal of attention, attention to reading’s literacy corollary, writing, is equally as important for children’s development as literate learners. Interactive writing can be an effective way to utilize the rich opportunities for writing that are embedded in daily lessons, explorations, and interactions. Using interactive writing, early writers are able to engage thoughtfully in the process of writing, develop their understanding of the writing process, and hone their writing skill development—all keys to becoming successful and confident writers as they grow.
Additional Resources: Interactive Writing (Reading Rockets) www.readingrockets.org/article/interactive-writing Interactive Writing (Literacy Builders) www.literacy-builders.com/photo-gallery/interactivewriting Getting the Most Out of Interactive Writing (ReadingRecovery.org) https://readingrecovery.org/images/pdfs/Conferences/ NC09/Handouts/Roth_Interactive_Writing.pdf
Further Reading: Button, K., Johnson, M., & Furgerson, P. (1996). Interactive writing in a primary classroom. The Reading Teacher, 49(6), 446-454. McCarrier, A., Pinnell, G. S., & Fountas, I. C. (2000). Interactive writing: How language and literacy come together. Portsmouth, NH: Heinemann. Roth, K., & Guinee, K. (2011). Ten minutes a day: The impact of interactive writing instruction on first graders’ independent writing. Journal of Early Childhood Literacy, 11(3), 331-361.
Early Years Bulletin
Summer 2016
Focus on Pre-K and K
editors: Jennifer Baumgartner & Cynthia DiCarlo
Helping Families Become Advocates By Bonnie Wilder, Westdale Heights Academic Magnet, Baton Rouge and Jennifer Baumgartner, Louisiana State University, Baton Rouge
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eachers who work with children with special needs generally receive training in being an advocate for children’s rights to high-quality education. However, each individual teacher is only in a single child’s life for a short duration. Since families are their child’s first and best teachers and know the most about their child’s strengths and challenges, they can also be their children’s best advocates. Teachers can offer families training and workshops to help them develop their own advocacy skills on behalf of their children (Berger & Riojas-Cortez, 2012). This article describes how early childhood teachers can support families as they develop these advocacy skills. Gather Information Young children do not yet understand their rights as citizens, making it a family’s responsibility to advocate for their child’s right to a free and appropriate public education (FAPE), such as is protected under the Individuals With Disabilities Education Act (IDEA). This includes any accommodations or modifications that are appropriate and necessary for the child to participate and succeed in the school context. Families need to be informed about a school’s legal obligations regarding provision of FAPE. Teachers can help families by creating a resource sheet that includes information about the school’s legal obligations, contact information for services, and an ordered list of steps families can take when learning of their child’s needs at school. Families need to be good record keepers, retaining copies of all report cards, progress reports, evaluations, educational assessments, IEPs, medical records, and homework samples of misunderstood assignments. Taking notes at important meetings and keeping copies in a file box so that they can be easily found and
consulted is an excellent way to make sure that nothing is missed. By keeping detailed records, families will be able to note the trends and patterns that develop over time and provide documentation and specific details during discussions about how to provide certain resources to their child as a means for success. Finally, such documentation can also provide key insights into a child’s learning issues and how much progress is actually being made. Teachers can help families develop this important advocacy skill. First, teachers model this skill through the way in which they collect and share information and documentation about the child’s development and learning. Communication between home and school during the early childhood years is important for many reasons, one of which is increasing the validity of assessment. A simple notebook in which families and teachers regularly write to each other about the child’s learning and behavior can be a form of record keeping. In addition, teachers can provide families with blank documentation forms that allow them to track important aspects of development at home. Finally, teachers can make certain that families are provided with note-taking materials at each important meeting. Families of a child with special needs also may find it necessary to keep up-to-date about research about education and the latest approaches. Reading about education, attending workshops, and networking with other families whose children have similar learning and attention issues can help families navigate through the school system. Family support groups provide access to information from families experiencing the same issues. One family support group, Because I Love You, works with families and youth to “give support and guidance to improve communication, promote structure and
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cooperation in the home, and achieve our goal of family preservation” (Poncher, 2016). These environments provide judgment/embarrassment-free opportunities for families to develop solutions to their child’s education needs. Teachers also can help families stay informed about current research in education by sharing information learned through professional development during family workshops, through newsletters, and at individual meetings. Build Relationships Building good relationships may make it easier for a family to share concerns or issues and contribute to developing solutions. While prioritizing the relationship with their child’s teacher, families also need to be in contact with the resident psychologist, speech therapist, or any other related service provider who can help their child. Developing such relationships will allow lines of communication to stay open, lessening the chances of a misunderstanding. Teachers can facilitate these relationships by providing multiple avenues for communication. Teachers should build rapport with families through frequent, positive communication and encourage families to share information about children’s hobbies and interests and about important family events/cultural beliefs. When communicating with families, teachers should identify their preferred method of communication (e.g., email, telephone, or sending notes home) and show respect for families’ time by being prompt for appointments and adhering to the time allotted. Teachers can support relationship building by fostering connections between families and supporting a community within their classroom and school. Families should be encouraged to attend more socially oriented events at the school, ensuring they are a visible part of the community (Tucker, 2014). When hosting family events in the classroom, nametags can be helpful. When family volunteers are present, such as during a field trip or other school event, teachers can be thoughtful about pairing up families that might have life circumstances in common. The goal of these efforts is to reinforce the community and create an environment that allows all families to support their children. Asking questions is an important way to build a relationship with the school, get to know other families, and support children’s growth and development.
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Teachers should encourage families to be a part of the school community, as this can help them feel more comfortable asking questions of the teachers, service providers, or school administration regarding a school’s decisions, testing, or services. In preparation for dialogue with the school, families should be encouraged to prepare questions in advance. Common questions, such as “How well is my child getting along with others?” and “Does my child seem happy and secure at school?” (Berger & Riojas-Cortez, 2012), are important to ask. Preparing such questions helps to ensure comprehensive coverage of areas that concern everyone involved in a child’s education, thus helping to ensure that education will be effective. Learning to ask important questions is a critical advocacy skill and it starts with understanding objectives and purposes. Early childhood teachers can educate families about the important learning and developmental goals for the year. In addition, teachers can encourage and expect families to come to any conference with questions. Families of young children may not know what questions are important to ask, so teachers can help them recognize important issues and questions. Stay Calm Research shows that the most critical relationship for a child is the relationship with his/her family (Leach, 2002). The child’s best interests are at the heart of all decisionmaking at school as well, and it helps for families to remember that teachers and administrators are allies, working with the family in the child’s best interests. A potentially stressful meeting can be effective and enriching when teachers have established a positive rapport with families and have communicated regularly that they care about each child. Teachers can increase the likelihood of developing such a rapport by opening each meeting with a positive statement about the child’s abilities, characteristics, and attributes, as well as reaffirming the family’s role in supporting the child’s development and success. When teachers begin a conference with this statement, the family is more likely to understand that everyone is willing to work together in the child’s best interests. In a meeting, it is important to express concerns in a calm but confident manner. Families should prepare for continued on page 12
Early Years Bulletin continued from page 11 meetings in advance, writing out any concerns in advance as much as possible. Another strategy is to encourage families to bring a relative or trusted individual who can take notes and provide emotional support. Ultimately, families are in control of their children’s education; while school staff’s views must be respected, families should never agree to something that they think goes against what is best for their children. Teachers need to be aware of the emotions that families of children with special needs experience. Providing clear information about what to expect in all meetings, large and small, will help families remain calm and be prepared for meetings. In addition, teachers can let families know what types of documentation and information will be helpful to bring to each meeting and encourage families to bring a list of concerns. When families are prepared (both managerially and emotionally), meetings will have a greater chance of success. Reference sheets that include expectations and goals for meetings, as well as family rights and responsibilities, can be very helpful. Talk to the Child Understanding a child’s individual experience at school is essential when advocating for their needs. If a child has an issue with a peer, families must be aware of the issue to help mitigate it. Asking children detailed questions will help families develop an understanding of these needs. If children are part of this process, with an open line of communication, it will be easier for them to advocate for themselves as they become older. Children who exercise self-advocacy can find solutions to challenges that families may not have considered, build self-confidence in their ability to learn, create a sense of ownership over learning, and develop independence and self-empowerment (Lee, 2014). Ultimately, such selfempowerment is the goal of education and teacher and family advocacy efforts. Teachers can further support families by providing frequent information about their children’s day at school, to encourage ongoing conversations with children at home. Early childhood educators can also help families understand social and emotional development and model approaches to asking children questions, helping children develop social skills, and supporting positive
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Asking questions is an important way to build a relationship with the school, get to know other families, and support children’s growth and development. responses to emotions. Through education about development and how to observe and interact with their children, early childhood teachers can help families develop skills that will support optimal caregiving as well as inform their advocacy efforts. Conclusion Advocacy helps families ensure effective services are being provided that support a positive future for their children. Families can become effective advocates through gathering knowledge, building relationships, and staying calm. Teachers can advocate for the children they teach by helping families develop their own advocacy skills. Through frequent communication between school and family, children will see a model of advocacy that will help them also develop the skills to advocate for their own rights in the future. References Berger, E. H., & Riojas-Cortez, M. (2012). Parents as partners in education: Families and schools working together. Boston, MA: Pearson. Leach, P. (2002). Bring out the best in your child. Retrieved from www. parentss.com/toddlers-preschoolers/development/behavioral/ bring-out-the-best/ Lee, A. M. (2014). The importance of self-advocacy for kids with learning and attention issues. Retrieved from www.understood.org/en/ friends-feelings/empowering-your-child/self-advocacy/theimportance-of-self-advocacy Poncher, D. (2016). Because I love you: Parent and youth support groups. Retrieved from www.bily.org/about/ Tucker, G. C. (2014). 8 tips for building a good relationship with your child’s teacher. Retrieved from www.understood.org/en/schoollearning/partnering-with-childs-school/working-with-childsteacher/ways-parents-can-build-good-relationships-with-childsteacher?view=slideview
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Early Years Bulletin
The Meaningful Integration of Music for Learning Science and Process Skills Introduction: What’s the Weather?
By Jiyoon Yoon, University of Texas Arlington and Kyoung Jin Kim, Ball State University, Muncie, Indiana
What’s the weather? What’s the weather, everyone? Is it windy? Is it cloudy? Is there rain? Or is there sun?
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our-year-old Aiden and his classmates sing this weather song during circle time every day in their preschool classroom. While singing the song, Aiden carefully observes today’s weather; communicates about weather; classifies different weather types and seasons; predicts and makes inferences based on yesterday’s, today’s, and tomorrow’s weather; and feeds his natural curiosity about his surroundings in an engaging way through the rhythm and beat of science music! In addition, Aiden learns some vocabulary, enjoys a social activity with peers, practices memory skills, and gains confidence in his ability to produce language. If the lyrics are displayed, he can make a one-to-one correspondence between the written word and the words being sung. Everyday life is rich with science experiences. Children have a natural sense of curiosity and early childhood teachers can guide them to become explorers and problem-solvers rather than simple memorizers. Today, early childhood educators are emphasizing that the effective use of scientific process skills are essential requirements for exploration and problem-solving. Thus, teachers need to know how to give their students what instruction about scientific process skills. In order to support children as they analyze, solve problems, and use scientific process skills to reach for knowledge, teachers should not only know scientific process skills but also be able to keep young students interested in science. Successfully integrating science song with science classrooms makes the learning experiences richer and more meaningful for students. “Music is facilitative because it is a pleasurable and motivating experience for young children” (Kouri & Winn, 2006, p. 294). This article
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introduces the benefits of music for teacher candidates through a science song project. Using science-content music and even creating their own science songs could provide an engaging, effective teaching strategy for science teacher candidates that helps them understand science process skills and learn content material and science concepts. This ultimately could result in a more positive attitude toward science. The Importance of Science in Early Childhood Classroom Children are “natural scientists” and their natural curiosity leads them to constantly wonder, explore, examine, describe, manipulate, compare, and question things relating to the natural environment (Eliason & Jenkins, 2008). Children need guidance and structure to transform this natural curiosity into rich scientific inquiry. Developmentally appropriate engagement with quality science learning experiences is vital to help children understand the world, organize information, apply and test ideas, and develop positive attitudes toward science that will provide a solid foundation for the development of scientific concepts that children will encounter in the school setting (Eshach & Fried, 2005). Supporting children as they develop scientific thinking during the early childhood years can help them transfer those thinking skills to other academic domains, which may support their academic achievement and their sense of selfefficacy (Kuhn & Pearsall, 2000). We can best support young children’s science understanding by providing multiple opportunities to engage in science exploration, environments for science exploration, and time to talk about what was done and seen (Bosse, Jacobs, & Anderson, 2009; Gelman, continued on page 14
Early Years Bulletin continued from page 13 Brenneman, Macdonald, & Roman, 2010). With this support, children learn to question, explore, investigate, make meaning, construct explanations, and organize knowledge by manipulating materials in developmentally appropriate environments that take advantage of what children do as part of their everyday life prior to entering formal school settings (NAEYC, 2013). These skills and abilities can provide helpful starting points for developing scientific reasoning (NRC, 2007). The National Science Teachers Association (NSTA, 2002) identifies key principles to guide children’s science learning, including (1) children have the capacity to engage in scientific practices and develop understanding at a conceptual level, (2) adults play a central and important role in helping young children learn science, (3) young children need multiple and varied opportunities to engage in science exploration and discovery, (4) young children develop science skills and knowledge in both formal and informal settings, (5) young children develop science skills and knowledge over time, and (6) young children develop science skills and learning by engaging in experiential learning. Science Process Skills Current U.S. science education standards require teachers to teach science process skills to their students (Usdan, McCloud, & Podmostko, 2001). Simply put, science is about asking questions and finding answers to questions; these are, in fact, the same skills that people use in their daily lives as they try to figure out everyday questions. Young children naturally use one or more of these process skills as they investigate everything that attracts their attention. Such skills form the foundation for scientific methods (Morrison, 2012). Science process skills include observation, communication, classification, measurement, inference, and prediction (Yoon, 2015). Observation is using the senses to gather information about objects or events (Morrison, 2012). Communication is sharing ideas and descriptions in a way that helps others understand the meaning (Sarquis, 2009). Classification is grouping or ordering objects or events into categories based on properties or criteria. Measurement is using both standard and nonstandard measures or estimates to describe the dimensions of an object or event. Inference
Summer 2016 is making an educated guess about an object or event based on previously gathered data or information. Prediction is stating the outcome of a future event based on a pattern of evidence (Aydogdu, 2015). When teachers use these skills in science classrooms, they are teaching skills that students will be able to use in every area of their lives. Early childhood teachers often consider science to be a difficult subject (Bahar & Polat, 2007). If their confidence levels regarding science are low, however, they may keep questioning, brainstorming, and class discussions to a minimum in favor of instruction that relies on the teacher explaining and describing (Harlen, Holroyd, & Byrne, 1995). Teaching science with music, especially when accompanied by visuals and/or movement, like dancing, has the potential to reach diverse participants through a variety of delivery methods (Crowther, 2011). Therefore, this article introduces a science song project that exposes early childhood teacher candidates to the process of doing science and supports their understanding of science concepts and facts better, thereby improving their attitudes toward science. The Benefits of Music in Science Education As students advance in their school experience, they can lose their early love of science if it becomes simply a subject to memorize with complicated formulas and difficult vocabulary (Angier, 2007). Music can help keep science more engaging, pique students’ interest, and consequently increase achievement. The benefits of music are varied, from cognitive aspects (i.e., improving classroom atmosphere, facilitating learning and remembering of facts/ enhancement of recall, improving students’ motivation and inquiry, and exploring content in depth) to affective aspects (i.e., reduction of stress, increased enjoyment, and enhancing student teacher relationships (Crowther, 2011; McFadden, 2012). Music can be used as “organizational mnemonic devices in the sense of structuring information according to meter and rhyme, limiting the possible lyrics that would fit and thus making recall easier” (Crowther, 2011, p. 26). Music can create an engaging atmosphere in which students actively and collaboratively participate and learn to value their science experiences (McCammon, 2008). Studies show that music can be a very meaningful teaching supplement, for both teacher and students.
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Early Years Bulletin
Science Song Project Forty-four teacher candidates from the EC-6 (early childhood through grade 6) program in the teacher certification program from a university in the Midwestern United States followed these procedures: 1) form a group; 2) select a science concept, a scientific fact, or a theory for their science song; 3) choose a tune or develop a tune for their science song; and 4) write lyrics for the science song. Before the science song project, the teacher candidates reviewed content standards and teaching standards (Table 1). The students were allowed to choose any content standards, so the potential content areas included physical science, life science, and earth and space science.
Content Standards (K-8) Standard A: Science as Inquiry Standard B: Physical Science Standard C: Life Science Standard D: Earth and Space Science Standard E: Science and Technology
They also learned about interdisciplinary approaches to combine science with other subject areas. Many examples of ways to integrate science with other subject areas were provided, such as storytelling with science, artful learning, science/technology/society (STS), and so on. Resources (Table 2) for science song lyrics were also provided. A concept map was used to explain the science concept(s) logically and scientifically for their songs. This concept map was helpful for setting a range and making an orderly combination of science with other subject areas. Figure 1 shows the water cycle concept continued on page 16
Table 1 Teaching Science Standards Teaching Standards Standard A: Teachers of science plan an inquiry-based science program for their students Standard B: Teachers of Science guide and facilitate learning
Table 2 Sample Resources for Using Music in Science www.astrocappella.com/songs.shtml www.science-groove.org/Now/ www.acme.com/jef/singing_science/ http://faculty.washington.edu/crowther/Misc/Songs/music.shtml www.lyricallearning.com/ www.songsforteaching.com http://singaboutscience.org/wp/homepage/ http://songs-about-science.blogspot.com/ www.scienceinschool.org/2007/issue5/music www.havefunteaching.com/songs/science-songs www.youtube.com/user/HearUBEST#p/u www.tranquility.net/~scimusic/lyrics.html#Y2K http://suzyred.com/music.html http://faculty.washington.edu/crowther/Misc/Songs/lyrics.shtml www.singaboutscience.org/ www.scienceinschool.org/2007/issue5/music www.lulu.com/product/file-download/singing-science/5121035 http://apps.clusterweb.org.uk/forum/messages/1177/5660.html
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Early Years Bulletin continued from page 15 map developed by one of the teacher candidates’ groups. Figure 2 shows a water cycle lyric they developed. While the teacher candidates were participating in the science song project, they fully experienced the process of scientific practice. They developed a question about what science topic they would sing about (questioning) and researched those science concepts and facts (observing and classifying). After their research, the teacher candidates discussed their findings in groups (communicating). Once they developed a science song, they predicted whether the song clearly presented the science concepts or facts that they wanted to present and whether an audience would understand the science concepts and facts included throughout the song (predicting). After their prediction, they modified and then presented their science song (measuring/ experimenting). They considered ways in which their science song was successful and how the science song could be improved (inferring) after the science song presentation. The teacher candidates thought about science concepts by developing concept maps and by taking part in science practice and harmonizing with others. They naturally and practically experienced the six process skills during the science song project. They found it to be an effective way to learn and remember science concepts in a creative and engaging way for them as well as for young children. The teacher candidates experienced science as an engaging subject, not a difficult one. The teacher candidates enjoyed the science song project and their
Summer 2016 attitudes toward science were changed in a positive way. After creating and sharing their own songs, they developed ideas about how they could incorporate this approach into their future science teaching. They perceived the integration of music in science education to be an effective way to involve students and teach science in a more meaningful and interesting way. Conclusions and Implications Science song promotes motivation and higher levels of engagement, helps with memorization, and offers multiple modalities for learning that deepen understanding of science content. Singing as a group motivates and empowers learners to construct their own knowledge. A high level of engagement increased these students’ interest in learning on both a personal and situational level and led to the development of more positive attitudes toward science. Creating their own lyrics facilitates increased repetition and long-term memory (McFadden, 2012). When using a science song project in early childhood classrooms, the following should be considered. First, teachers can include musical instruments or visual aids for better integration of science with music. By bringing musical instruments (like digital keyboards, drums, guitars, and so on) or photos of instruments to provide a background, students will have more opportunities to learn science concept(s). For example, the relationships between sound and vibrations could be experienced. Second, teachers could have children working together in groups, allowing them to learn socially while specializing according to their abilities and comfort zones. For example, those who do not like to sing might lead
Figure 1 Concept Map of Water Cycle Water Cycle
Precipitation Rain
Snow
Infiltration
Transpiration
Sleet
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Evaporation
Condensation
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Early Years Bulletin
Figure 2 Water Cycle Song Based on the Concept Map. (To the tune of “Head, Shoulders, Knees, and Toes”)
Precipitation, Infiltration, TRANSPIRATION!! Evaaaaporation, Condensation, SWEEP THE NATION!! Rain and shine and sleet and snow; That’s how the water cycle goes—how it goes!!!
the dictating/writing of lyrics or creation of visuals to accompany the song. Also, teachers could ask children to develop group lyrics that can be sung to the tune of music familiar to most of the students. Third, teachers should create a trusting environment where creative risk-taking is supported and students can receive advice on their songwriting as well as science literacy. In such a safe and creative environment, children could see the link between taking risks with singing and taking risks with exploration/experimentation and discovery through science, Further, children who experience creative risk taking with song creation can feel more confident of their abilities, which could lead to confidence in other areas. This confidence could equate to heightened competence as children explore and experiment more and more. References and Resources Angier, N. (2007). The canon. New York, NY: Houghton Mifflin. Aydogdu, B. (2015). The investigation of science process skills of science teachers in terms of some variables. Educational Research and Review, 10(5), 582-594. Bahar, M., & Polat, M. (2007). The science topics perceived difficult by pupils at primary 6-8 classes: Diagnosing the problems and remedy suggestions. Educational Science: Theory & Practice, 7(3), 1113-11130. Bosse, S., Jacobs, G., & Anderson, T. L. (2009). Science in the air. Young Children, 64(1), 10-15. Retrieved from www.naeyc.org/files/yc/file/200911/BosseWeb1109.pdf Crowther, G. (2011). Using science songs to enhance learning: An interdisciplinary approach. CBE Life Science Education, 11(1), 26-30. Downing, J. E., & Filer, J. D. (1999). Science process skills and attitudes of elementary teachers. Journal of Elementary Science Education, 11(2), 57-64.
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Eliason, C., & Jenkins, L. (2008). A practical guide to early childhood curriculum (9th ed.). Boston, MA: Pearson. Emererole, H. U. (2009). Learners’ and teachers’ conceptual knowledge of science processes: The case of Botswana. International Journal of Science and Mathematics Education, 7, 1033-1056. Eshach, H., & Fried M. N. (2005). Should science be taught in early childhood? Journal of Science Education and Technology, 14(3), 315-336. French, L. (2004). Science as the center of a coherent, integrated early childhood curriculum. Early Childhood Research Quarterly, 19(1), 138. Gelman, R., Brenneman, K., Macdonald, G., & Roman, M. (2010). Preschool pathways to science: Ways of doing, thinking, communicating and knowing about science. Baltimore, MD: Brookes Publishing. Governor, D. (2011). Teaching and learning science through song: Exploring the experiences of students and teachers. Unpublished doctoral dissertation, University of Georgia, Athens. Harlen, W., Holroyd, C., & Byrne, M. (1995). Confidence and understanding in teaching science and technology in primary schools. Edinburgh, Scotland: Scottish Council for Research in Education. Kouri, T. A., & Winn, J. (2006). Lexical learning in sung and spoken story script contexts. Child Language Teaching and Therapy, 22(293), 293-313. doi:10.1191/0265659006ct309xx Kuhn, D., & Pearsall, S. (2000). Developmental origins of scientific thinking. Journal of Cognition and Development, 1, 113-129. Lotter, C., Harwood, W. S., & Bonner, J. J. (2007). The influence of core teaching conceptions on teachers’ continued on page 18
Early Years Bulletin continued from page 17 use of inquiry teaching practices. Journal of Research in science Teaching, 44, 1318-1347. McCammon, W. L. (2008). Chemistry to music: Discovering how music-based teaching affects academic achievement and student motivation in an grade science class. Unpublished doctoral dissertation, North Carolina State University. McCray, J. S. (2008). Pedagogical content knowledge for preschool mathematics: Relationships to teaching practices and child outcomes. Unpublished doctoral dissertation, University of Loyola University Chicago Erikson Institute. McFadden, T. (2012). Music in the science classroom: The impact of content-based songs on learning & engagement. Unpublished master’s thesis, University of Otago. Morrison, K. (2012). Integrate science and arts process skills in the early childhood curriculum. Dimensions of Early Childhood, 40(1), 31-39. National Association for the Education of Young Children. (2013). All criteria document, 17–18. Retrieved from www.naeyc.org/files/academy/file/ AllCriteriaDocument.pdf National Research Council. (1996). National science education standards. Washington, DC: National Academy Press. National Research Council. (2007). Taking science to school: Learning and teaching science in grades K–8. Washington, DC: National Academies Press. National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and
Summer 2016 core ideas. Washington, DC: National Academies Press. National Science Teachers Association. (2002). NSTA position statement: Elementary school science. Arlington, VA: Author. Pyeatt, K. (2015). The impact of music in science education: The effects on junior high students and achievement. Unpublished master’s thesis, University of Texas at Arlington. Rojas, R. L. M. (2008). Pedagogical content knowledge in early childhood: A study of teachers’ knowledge. Unpublished doctoral dissertation, Loyola University Chicago. Chicago, IL. Sarquis, M. (2009). Marvelous moving things: Early childhood science in motion. Middletown, OH: Terrific Science Press. Smolinski, K. (2010). Original science-based music and student learning. Unpublished doctoral dissertation, Walden University. Swarat, S., Ortony, A., & Revelle, W. (2012). Activity matters: Understanding student interest in school science. Journal of Research in Science Teaching, 49(4), 515-537. Usdan, M., McCloud, B., & Podmostko, M. (2001). Leadership for student learning: Redefining the teacher as leader. Washington, DC: Institute for Educational Leadership. Worth, K. (2010, May). Science in early childhood classrooms: Content and process. Paper presented at STEM in Early Education and Development Conference, Cedar Falls, IA. Yoon, J. (2015). Life is full of science: An interdisciplinary and cultural teaching approach. San Diego, CA: Cognella.
Early Years Bulletin is published quarterly by the Association for Childhood Education International, 1200 18th St., N.W., Suite 700, Washington, DC 20036.
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Articles published in Early Years Bulletin represent the views of the authors and do not necessarily reflect positions taken by the Association for Childhood Education International. Copyright © 2016 by the Association for Childhood Education International. No permission is needed to reproduce materials for education purposes.
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