Early Childhood - Connecticut State Department of Education

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Mathematics Chapter 6 Resources Anno, Mitusmasa. Anno’s Counting Book. New York: Crowell, 1977. Baker, Alan. Brown Rabbit’s Shape Book. New York: Kingfisher, 1994. Beatty, B. Preschool Education in America: The Culture of Young Children from the Colonial Era to the Present. New Haven, CT: Yale University Press, 1995. Bredekamp, S. and Rosegrant T., Eds. Reaching Potentials: Appropriate Curriculum and Assessment for Young Children, Volume 1. Washington, DC: National Association for the Education of Young Children (NAEYC), 1992. Brewer, J. Intro to Early Childhood Education. Boston, MA: Allyn and Bacon, 1998. California State Department of Education. Mathematics Model Curriculum Guide, Kindergarten Through Grade Eight. Sacramento, CA: California State Department of Education, 1987. Charlesworth, R. and Lind, K. Math and Science for Young Children. Albany, NY: Delmar Publishing, 1995. Clements, D. H. snd Sarama J. Building Blocks – Foundations for Mathematical Thinking, Pre-Kindergarten to Grade 2; Research-Based Materials Development. Buffalo, NY: State University of New York at Buffalo, 1999. Copley, J., Ed. Mathematics in the Early Years. Reston, VA: NCTM, 1999. DeVies, R. and Kohlberg, L. Constructionist Early Education: Overview and Comparison Without the Programs. Washington, DC: NAEYC, 1990. Garcia, E. Understanding and Meeting the Challenge of Student Cultural Diversity. Boston, MA: Houghton Mifflin, 1994. 96 Geist, E. “Children Are Born Mathematicians: Promoting the Construction of Early Mathematical Concepts in Children Under Five.” In Young Children, July 2001. Gelman, S. A. “Concept Development in Preschool Children.” In American Association for the Advancement of Science, Dialogue on Early Childhood Science, Mathematics, and Technology Education. Washington, DC: American Association for the Advancement of Science, 1999. Greene, S. C. Ready to Learn: Developing Young Children’s Mathematical Powers in Mathematics in the Early Years. J. Copley, Ed. Reston, VA: NCTM, 1999. Hoban, Tana. Shapes, Shapes, Shapes. New York: Greenwillow, 1986. Hutchins, Pat. The Doorbell Rang. Austin, TX: Harcourt Brace & Company, 1986. Kamii, C. and Williams, C. “How Do Children Learn by Handling Objects.” In Young Children. November 1986. Miller, Ned. Emmett’s Snowball. New York: Henry Holt & Company, 1990. Myller, Rolf. How Big Is A Foot? New York: Atheneum, 1962. Piaget, J. and Inhelder, B. The Early Growth of Logic in the Child: Classification and Seriation. New York: Norton, 1969. Puckett, M.B. and Black, J.K. The Young Child. Upper Saddle River, NJ: Merrill/Prentice Hall, 2001. Weaver, L. and Gaines, C. What to Do When They Don’t Speak English – Teaching Mathematics to English Language Learners in the Early Childhood Classroom, J. Copley, Ed. Reston, VA: NCTM, 1999. Wolf, D. P. and Neugebauer, B. (Eds.). More Than Numbers: Mathematical Thinking in the Early Years. Redmond, WA: Child Care Information Exchange, 1996.
Science 7 97 “Young children are cognitively prepared and eager to learn about the surrounding world. Their commonly observed approach to learning – active, experiential, open-ended exploration – makes science an ideal domain for early childhood education.” Bowman, Donovan and Burns, 2001 HELPFUL TERMS CURRICULUM DEVELOPMENT DEVELOPING CURIOSITY DEVELOPING INQUIRY MAKING CONNECTIONS SAMPLE CURRICULUM
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Early Childhood - Connecticut State Department of Education

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