This work explores the promise of university-school partnerships for improving our public schools by reporting on an 11-year initiative involving nine public elementary schools in low-income Chicago neighbourhoods.

Effective Partnering for School Change: Improving Early Childhood Education in Urban Classrooms (Early Childhood Education Series)

Education & Teaching

Chen, Jie-Qi

Horsch PH.D., Patricia

Schools & Teaching

Teachers' College Press

Horsch, Patricia

Demoss, Karen

Wagner, Suzanne L.

Teachers College Pr

Precursor Math Concepts: The Wonder of Mathematical Worlds With Infants and Toddlers

This groundbreaking book looks at the development of mathematical thinking in infants and toddlers, with an emphasis on the earliest stage, from zero to three, when mathematical thinking and problem solving first emerge as natural instincts. The text explores the four precursor math concepts―attribute, comparison, change, and pattern―with an emphasis on how development occurs when it is nurtured by loving, knowledgeable others. The authors call this the CAIR principle: Closely Attend & Intentionally Respond. Sharing their stories of working with a wide range of zero to three caregivers and educators, the authors stress the difference between arithmetic skills and their definition of mathematics as “a logical way of thinking that allows for increasing precision.” Each user-friendly chapter includes suggestions for highly effective practices that are embedded into everyday interactions and routines. Early care providers can use this resource to develop young children’s interest in mathematics, ensuring that they are ready for the big ideas they will encounter in preschool. 
Book Features: Provides two sections per chapter citing the most current research on infant and toddler 
cognitive development in relation to mathematical thinking. Offers concrete ways to help caregivers and professionals draw out the math that is all around us. Blends three domains of human development―social-emotional, physical, and cognitive. Examines the What, Who, and How of each precursor concept, with authentic anecdotes and “What the Research Says” sections. Offers a reader-friendly design that includes highlight boxes of authentic anecdotes, photos of infants and toddlers, recommendations for activities and books that support development of each precursor math concept, and reflective practice discussion points at the end of each chapter.

Hynes-Berry, Mary

Abel, Barbara

Effectively assess learning in the most critical years of a child&#8242;s development Young children's learning in preschool and childcare settings sets the foundation for the elementary school years to come. Skills in speaking, listening, reading, math, science, and the arts develop inside everyday instructional routines that teachers and childcare providers make available to children. How can educators be sure of what their children are learning and how to support their progress? Listening to Learning&nbsp;provides pre-service and in-service teachers and childcare providers working with young learners with an innovative and practical way to assess children's learning while they are engaged in daily instructional routines. This book offers: <ul> <li>Methods for observing, documenting, and analyzing what and how young children are learning</li> <li>Strategies for monitoring children&#8242;s progress across various areas, including sciences, arts, mathematics, language arts, and play</li> <li>Approaches for making informed instructional adaptations that address the developmental needs of young learners from diverse home and community settings</li> <li>A framework that shows how instructional routine activities can be used to bridge classroom assessment with the teaching and learning process</li> </ul> With years of expertise and a thorough analysis of assessment techniques, the authors effectively showcase the power of instructional routines as a tool for understanding and enhancing student learning in these most formative years of development.

Listening to Learning: Assessing and Teaching Young Children

McNamee, Gillian Dowley

Corwin

Growing Mathematical Minds is the documentation of an innovative, bi-directional process of connecting research and practice in early childhood mathematics. The book translates research on early mathematics from developmental psychology into terms that are meaningful to teachers and readily applicable in early childhood classrooms. It documents teacher responses, and conveys their thoughts and questions back to representative researchers, who reply in turn. In so doing, this highly useful book creates a conversation, in which researchers and teachers each bring their expertise to bear; their communication about these topics―informed by the thinking, commitment, and experience of both groups―helps us better understand how developmental psychology can improve math teaching, and how math teaching can, in turn, inform developmental science. The book bridges the gap between research and practice, helping teachers to adopt evidence-based practices and apply cutting-edge research findings, and prompting developmental researchers to consider their work within the framework of practice. Growing Mathematical Minds identifies and elucidates research with profound implications for teaching children from three to eight years so they develop foundational math knowledge and skills, positive attitudes toward math, and basic abilities to think mathematically.

Growing Mathematical Minds: Conversations Between Developmental Psychologists and Early Childhood Teachers (Eye on Education)

Children's Books

McCray, Jennifer S.

Eisenband Sorkin, Janet

Education & Reference

Routledge

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Books by Chen, Jie-Qi