ISBN-10:
013237336X
ISBN-13:
2900132373363
Pub. Date:
03/16/2011
Publisher:
Pearson
Science Experiences for the Early Childhood Years: An Integrated Affective Approach / Edition 10

Science Experiences for the Early Childhood Years: An Integrated Affective Approach / Edition 10

by Jean D. Harlan

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Overview

Science Experiences for the Early Childhood Years: An Integrated Affective Approach / Edition 10

The new edition of this popular book again gathers all of the elements necessary to help prospective teachers learn to inspire children to care about their world and how it works, enjoy investigating it, and remember with pride what their investigations uncover. These authors clearly demonstrate that to be effective, science teaching must engage children not just physically, intellectually, and socially; but, emotionally, as well. They show how providing achievable goals and appropriate guidance sparks children's natural interest in what things do, how things work, and why things happen the way they do. The book's multi-model approach works with a variety of learning styles. It connects science activities with the rest of the early childhood curriculum—math, literature, music, art, etc.—and places science in the context of today's children's lives within the family and the community. Increased coverage of neuroscience expands discussion of the complex interactions between emotions, memory, and thought processes.

Product Details

ISBN-13: 2900132373363
Publisher: Pearson
Publication date: 03/16/2011
Edition description: New Edition
Pages: 352
Product dimensions: 7.30(w) x 9.00(h) x 0.90(d)

Table of Contents

I. THE RATIONAL.

1. An Integrated Affective Approach to Science Learning.
2. Science Participants: Children, Teachers, Families, and Communities.
3. Guiding Learning in the Early Years.

II. CONCEPTS, EXPERIENCES, AND INTEGRATING ACTIVITIES.

4. Plants.
5. Animals.
6. The Human Body: Care and Nourishment.
7. Air.
8. Water.
9. Weather.
10. Rocks and Minerals.
11. Magnetism.
12. The Effects of Gravity.
13. Simple Machines.
14. Sound.
15. Light.
16. The Environment.

APPENDICES.

A. Resources for Music, Recordings, Poetry, Creative Movement, and Equipment Ordering.
B. Exploring At-Home Activities.
C. Relating Concepts to Established Benchmarks and National Standards.
Index.

Introduction

We have revised this book with the goal of helping you inspire children to care about their world and how it works, to enjoy their investigations, and to proudly remember what they have figured out. It is that kind of emotional involvement which makes any significant learning possible. That crucial element, sadly, is missing from the national mandates decreeing what students will learn. We believe that the role of emotion in learning must be recognized to revitalize education in this country.

To reach our goal, we are bringing you the important work of Stanley Greenspan, M.D., defining the emotional origins of intellectual development. We have also added the broadened neuroscience understandings about the complex interactions between emotions, thought processes, and memory. We have recast the learning objectives for the science activities to reflect our convictions about the importance of connecting children's feelings with meaningful explorations for lasting learning.

Other updates in this revision include new classroom experiences with insects, things that move in the air, simple machines, and crystal formation. We continue to value taking science outdoors and, to facilitate this we suggest new ways to improve the schoolgrounds. As usual, we have sorted through the outpouring of new publications to recommend books and other resources to enrich exploration of the topics covered.

During the course of our revision process, we were privileged one afternoon to have tea with Stanley Greenspan, discussing how best to present his insights to you. We also asked his advice for teachers. His answer was clear and impressive. He said, "Engage emotionallywith kids, and have a lot of respect for their individual differences." We believe that when you do so, you will find as much satisfaction and pleasure as we found in "doing" science with the children in our classrooms.

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