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Observations and Opinions of a Primary Science Lead Who Made the Move to Early Years
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Rushworth, Christine – Primary Science, 2020
In this article, the author, a teacher at Cookridge Primary School in Leeds, West Yorkshire, reflects on the teaching of science from reception across the year groups. To really compare and understand the differences of teaching science in early years, the author looks at its place in the progression of science throughout primary school. The…
Descriptors: Foreign Countries, Elementary School Students, Elementary School Science, Science Process Skills
Students Taking Action Together: Social Action in Urban Middle Schools
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Linsky, Arielle C. V.; Hatchimonji, Danielle R.; Kruzik, Claudia L.; Kifer, Samantha; Franza, Nina; McClain, Kellie; Nayman, Samuel J.; Elias, Maurice J. – Middle School Journal, 2018
Teaching character virtues and social-emotional skills in isolation of social-political context is incomplete at best. Further, racial and ethnic inequity in social action and political influence spans from youth to adults and must be addressed (Kahne & Middaugh, 2008b). Middle school is a crucial developmental time to cultivate students'…
Descriptors: Social Action, Urban Areas, Middle School Students, Social Change
Let It Roll
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Trundle, Kathy Cabe; Smith, Mandy McCormick – Science and Children, 2011
Some of children's earliest explorations focus on movement of their own bodies. Quickly, children learn to further explore movement by using objects like a ball or car. They recognize that a ball moves differently than a pushed block. As they grow, children enjoy their experiences with motion and movement, including making objects move, changing…
Descriptors: Young Children, Developmental Stages, Motion, Human Body
Active Learning: The Way Children Construct Knowledge.
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Hohmann, Mary; Weikart, David P. – Journal of At-Risk Issues, 2002
The High/Scope approach to early childhood education promotes the belief that active learning is fundamental to the development of human potential and occurs most effectively in settings that provide developmentally appropriate learning opportunities. Describes five ingredients of active learning (materials, manipulation, choice, language from…
Descriptors: Active Learning, Developmental Stages, Early Childhood Education, Educational Environment
Active Learning Crosses Generations.
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Woodard, Diane K. – Journal of At-Risk Issues, 2002
Describes the benefits of intergenerational programs, highlighting a child care program that offers age-appropriate and mutually beneficial activities for children and elders within a nearby retirement community. The program has adopted High/Scope's active learning approach to planning and implementing activities that involve both generations. The…
Descriptors: Active Learning, Child Care, Child Development, Children
A Child Panel to Facilitate the Instruction of Child Development.
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Vacha-Haase, Tammi – Teaching of Psychology, 1996
Describes an in-class activity where children and their parents are invited to an undergraduate child development class. The children's ages match the developmental stages that the class is studying. The parents/children discuss various issues with the students. Briefly outlines some of the discussion patterns that occur. (MJP)
Descriptors: Active Learning, Child Development, Class Activities, Cross Age Teaching