Teaching mathematics to young children in creative ways is made easy with this second edition of a wonderful book, which offers the reader clear advice and lots of exciting ideas to use in any early years setting. By showing how to introduce mathematical concepts through play-based activities, this book is in tune with current thinking about best practice in teaching, and with the requirements of the Early Years Foundation Stage and current Primary National Strategy. New material includes: - an additional chapter on creative recording - a whole new chapter on ways to involve parents - discussion of policy throughout the UK - more on using ICT - case studies covering the whole birth to eight age range Essential reading for any practitioner who wants to develop their mathematics teaching, this book is equally important for all trainee teachers and early years students. Kate Tucker is an early years teacher, trainer and writer based in Exeter; she has over 20 years of experience, and has written widely on early years mathematics and Foundation Stage practice.

This practical book provides pre- and inservice teachers with an understanding of how math can be learned through play. The author helps teachers to recognize the mathematical learning that occurs during play, to develop strategies for mathematizing that play, and to design formal lessons that make connections between mathematics and play. Common Core State Standards are addressed throughout the text to demonstrate the ways in which play is critical to standards-based mathematics teaching, and to help teachers become more familiar with these standards. Classroom examples illustrate that, unlike most formal tasks, play offers children opportunities to solve nonroutine problems and to demonstrate a variety of mathematical ways of thinking—such as perseverance and attention to precision. This book will help put play back into the early childhood classroom where it belongs. Book Features: Makes explicit connections to play and the Common Core State Standards in Mathematics. Offers many examples of free play activities in which mathematics can be highlighted, as well as formal lessons that are inspired by play. Provides strategies for making assessments more playful, helping teachers meet increasing demands for assessment data while also reducing child stress. Includes highlight boxes with recommended resources, questions for reflection, key research findings, vocabulary, lesson plan templates, and more. “This is one of those books that I wish I had written. It is smart, readable, relevant, and authentically focused on children.” —From the Foreword by Elizabeth Graue, Sorenson Professor of Early Childhood Education, University of Wisconsin “In this deceptively easy-to-read book, Amy Parks explains two things that could make a world of difference in early childhood and elementary classrooms: Mathematics isn’t something in a workbook—it’s a fascinating part of the real world; And playing in school isn’t a luxury—it’s an essential context for learning about all sorts of things, including mathematics. Through vignettes of children learning mathematics as they play, Parks helps teachers recognize their ‘answerability to the moment,’ eschewing someone else’s determination of ‘best practice’ in favor of what works with actual children eager to learn mathematics.” —Rebecca New, School of Education, University of North Carolina at Chapel Hill

This book represents the early childhood profession's consensus definition of developmentally appropriate practice in early childhood programs. It is intended for use by teachers, administrators, parents and policy makers.

â· What do we know from research about how three to five year olds learn mathematics, bearing in mind their social, emotional, physical and cognitive development? â· What are the most important aspects of mathematics for young children to learn and how might children learn them?â· How should adults ⬠̃teachâ¬" mathematics to children so young? This book provides a research background for adults helping three to five year olds learn mathematics, including social and emotional processes as well as key mathematical ideas and common difficulties. It includes implications for practice and proposes a playful and sensitive approach. It is illustrated with examples from the authorâ¬"s own research and work with practitioners.

Academic essays on gender issues in early childhood by a diverse group of contributors.

For Play courses or Early Childhood Curriculum courses in Early Childhood Education departments and Child and Family Studies departments. This book discusses the value of play in diverse early childhood classrooms and how curriculum can support play. Key changes to this edition include the integration of standards and examples of how encouraging certain types of play can meet standards, expanded coverage of cultural diversity and supporting play in children with special needs, and expanded coverage of integrating the content areas. More than any other books on play, this text focuses on how content areas can be taught and standards met through play.

This applied guide to planning and implementing curriculum across the content areas, for children ages 3 to 8, provides students with a depth of background knowledge not usually seen in a text containing practical, highlighted strategies, unit and lesson plans, suggested activities, recipes, and more. Core chapters cover: - Social studies (including diverse people, self and family, physical activity, and nutrition) - Language development - Literacy development - Science (3 separate chapters) - Problem solving and math - Music and movement - Creativity, art, and dramatic activities Key changes to this edition include separate chapters on language development and literacy development, new tables linking learning activities with specific content area standards, streamlined content throughout, and new Web sites.