When playing and building with blocks, children experience the way the properties of matter, shape, weight, and proportionality affect balance, stability, and position within their structures. Beginning with open exploration, children measure as they build with blocks (Chalufour and all). How many blocks are “enough” for children of preschool age?
“Blocks” can mean interlocking blocks which are counted as a fine motor activity in the Environmental Rating Scales. The ERS guidance, for family child care programs, on enough Unit blocks and large hollow blocks of any material, and homemade blocks of cardboard or plastic, says “many” blocks should be accessible daily. ““Many” means enough blocks and accessories for each age group to use the materials without undue competition.”
For preschool programs with children ages 2.5-5 years old, the guidance is to have “Enough space, blocks, and accessories accessible for three or more children to build at the same time,” and the three children must have enough blocks to build sizable structures independently. If your program has fifty blocks, that “is enough for a good start” (Van Meeteren & Escalada).
In interviews eight educators give recommendations on providing enough time for block play for children to truly focus and engage with materials, and guidance on when educators should interject themselves into children’s play, to encourage the next level or stage of play but not disrupt it (Community Playthings).
Block play involves children in collaborating, negotiation, and compromising with peers as they create structures, supporting their development of engineering habits of mind (Counsell). They often work to find new solutions as they problem solve (Alexander). School Director Jane Clarke says teachers need to “create an atmosphere and a culture in the classroom, where the children know that their ideas are important and that the adult in the classroom is going to support and guide them into further exploring the ideas that they have” (Community Playthings).
Consider this gallery of block play settings and reflect on the block play available to children in your program to see how you can identify children’s learning or enhance it.
Resources
Alexander, Nancy P. All About Block Play. EarlyChildhoodNews. http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=397
Counsell, S., and L. Escalada, R. Geiken, M. Sander, J. Uhlenberg, B. Van Meeteren, S.Yoshizawa, B. Zan. 2015. Engineering Habits of Mind. From STEM Learning with Young Children: Inquiry Teaching with Ramps and Pathways. New York: Teachers College Press.
Van Meeteren, B. , & Escalada, L. (2010). Methods & Strategies. Science and literacy centers: This win-win combination enhances skills in both areas. Science and Children, 47(7), 74. https://www.nsta.org/publications/browse_journals.aspx?action=issue&thetype=all&id=8201
Van Meeteren, B. & Zan, B. (2010, November). Revealing the work of young engineers in early childhood education. Early Childhood Research and Practice. Retrieved from http://ecrp.uiuc.edu/beyond/seed/index.html
Wolfgang, Charles, Laura Stannard, and Ithel Jones. 2001. Block Play Performance among Preschoolers as a Predictor of Later School Achievement in Mathematics. Journal of Research in Early Childhood Education. 15(2): 173-180.
Zan, B. & Geiken, R. (2010). Ramps and pathways: Developmentally appropriate, intellectually rigorous, and fun physical science. Young Children, 65 (1), 12-17.
When playing and building with blocks, children experience the way the properties of matter, shape, weight, and proportionality affect balance, stability, and position within their structures. Beginning with open exploration, children measure as they build with blocks (Chalufour and all).
In this issue of the Journal of College Science Teaching, learn about how a large southeastern university developed specialized science training for elementary preservice teachers. Discover how a course for first-year science majors encourages STEM persistence through an innovative field trip. And read about the successes and challenges of a campus-wide professional development program.
In this issue of the Journal of College Science Teaching, learn about how a large southeastern university developed specialized science training for elementary preservice teachers. Discover how a course for first-year science majors encourages STEM persistence through an innovative field trip. And read about the successes and challenges of a campus-wide professional development program.
In this issue of the Journal of College Science Teaching, learn about how a large southeastern university developed specialized science training for elementary preservice teachers. Discover how a course for first-year science majors encourages STEM persistence through an innovative field trip. And read about the successes and challenges of a campus-wide professional development program.
Tablets, cell phones, and other handheld devices have become increasingly popular tools to help students learn. In this issue we examine innovative ways teachers have incorporated handheld devices into lessons about climate change, wetlands, molecular motion, and bird populations. We also learn that handheld devices have actually been around since the 18th century!
Tablets, cell phones, and other handheld devices have become increasingly popular tools to help students learn. In this issue we examine innovative ways teachers have incorporated handheld devices into lessons about climate change, wetlands, molecular motion, and bird populations. We also learn that handheld devices have actually been around since the 18th century!
Tablets, cell phones, and other handheld devices have become increasingly popular tools to help students learn. In this issue we examine innovative ways teachers have incorporated handheld devices into lessons about climate change, wetlands, molecular motion, and bird populations. We also learn that handheld devices have actually been around since the 18th century!
Using technology to transform lessons into meaningful learning experiences means focusing on learning goals rather than the technology tool. Step outside of your comfort zone as you integrate technology into your classroom with the articles found in this issue of Science Scope.
Using technology to transform lessons into meaningful learning experiences means focusing on learning goals rather than the technology tool. Step outside of your comfort zone as you integrate technology into your classroom with the articles found in this issue of Science Scope.
Using technology to transform lessons into meaningful learning experiences means focusing on learning goals rather than the technology tool. Step outside of your comfort zone as you integrate technology into your classroom with the articles found in this issue of Science Scope.
When we listen to student conversations, we have a window into their thinking, and knowing what students think can help determine their needs and advance them toward deeper understandings. This month, we take a look at cultivating classroom conversations by asking questions, constructing explanations, and using visual thinking techniques, talk moves, and other strategies to encourage and promote student dialogue.
When we listen to student conversations, we have a window into their thinking, and knowing what students think can help determine their needs and advance them toward deeper understandings. This month, we take a look at cultivating classroom conversations by asking questions, constructing explanations, and using visual thinking techniques, talk moves, and other strategies to encourage and promote student dialogue.
When we listen to student conversations, we have a window into their thinking, and knowing what students think can help determine their needs and advance them toward deeper understandings. This month, we take a look at cultivating classroom conversations by asking questions, constructing explanations, and using visual thinking techniques, talk moves, and other strategies to encourage and promote student dialogue.
Instructional Sequence Matters, Grades 3–5 is a one-stop resource that will inspire you to reimagine how you teach science in elementary school. The book discusses two popular approaches for structuring your lessons: POE (Predict, Observe, and Explain) and 5E (Engage, Explore, Explain, Elaborate, and Evaluate). It also shows how simple shifts in the way you arrange and combine activities will help young students construct firsthand knowledge, while allowing you to put the Next Generation Science Standards (NGSS) into practice.
Instructional Sequence Matters, Grades 3–5 is a one-stop resource that will inspire you to reimagine how you teach science in elementary school. The book discusses two popular approaches for structuring your lessons: POE (Predict, Observe, and Explain) and 5E (Engage, Explore, Explain, Elaborate, and Evaluate). It also shows how simple shifts in the way you arrange and combine activities will help young students construct firsthand knowledge, while allowing you to put the Next Generation Science Standards (NGSS) into practice.
How do our bodies manage to heal wounds, build the stamina to run marathons, and give us the energy—even while we’re sleeping—to keep us alive and functioning? Matter and Energy for Growth and Activity prompts high school students to explore fascinating questions like these. It takes a new approach to teaching essential ideas about food, human body systems, matter and energy changes, and chemical reactions.
How do our bodies manage to heal wounds, build the stamina to run marathons, and give us the energy—even while we’re sleeping—to keep us alive and functioning? Matter and Energy for Growth and Activity prompts high school students to explore fascinating questions like these. It takes a new approach to teaching essential ideas about food, human body systems, matter and energy changes, and chemical reactions.
“I have been hoping for a volume like this for a long time. Making Sense of Science and Religion marshals the best scholarship on science and religion toward the deeply practical aim of helping science teachers understand what is at stake for both religion and science in the science classroom. This volume should be read by anyone who cares about making science more accessible."
—Elaine Howard Ecklund, author of Secularity and Science: What Scientists Around the World Really Think About Religion
“I have been hoping for a volume like this for a long time. Making Sense of Science and Religion marshals the best scholarship on science and religion toward the deeply practical aim of helping science teachers understand what is at stake for both religion and science in the science classroom. This volume should be read by anyone who cares about making science more accessible."
—Elaine Howard Ecklund, author of Secularity and Science: What Scientists Around the World Really Think About Religion
Research and Teaching
Developing and Implementing a Campus-Wide Professional Development Program: Successes and Challenges
Gateways-ND is a 5-year, National Science Foundation–funded effort directed toward three goals: maximizing the instructional effectiveness of postsecondary STEM (science, technology, engineering, and mathematics) faculty by building expertise in learner-focused practice, positively impacting student success in STEMbased “gateway” courses, and developing student persistence in STEM learning.
Gateways-ND is a 5-year, National Science Foundation–funded effort directed toward three goals: maximizing the instructional effectiveness of postsecondary STEM (science, technology, engineering, and mathematics) faculty by building expertise in learner-focused practice, positively impacting student success in STEMbased “gateway” courses, and developing student persistence in STEM learning.
Gateways-ND is a 5-year, National Science Foundation–funded effort directed toward three goals: maximizing the instructional effectiveness of postsecondary STEM (science, technology, engineering, and mathematics) faculty by building expertise in learner-focused practice, positively impacting student success in STEMbased “gateway” courses, and developing student persistence in STEM learning.
Research and Teaching
The Efficacy of Flipped Laboratory Multiperspective Videos in Skill Acquisition
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