Science Experiences for the Early Childhood Years: An Integrated Affective Approach. Questo articolo non è disponibile.Science Experiences for the Early Childhood Years: An Integrated Affective Approach

A classic in the field, this text takes an integrated approach to science without watering it down, and emphasizes understanding and addressing children’s affective nature. It remains a forward-thinking, innovative resource for teaching science to young learners, and a best-selling resource for the field.

Clearly organized, the text provides a research-based rationale for early science education in Part I chapters. Emphasizing that meaningful science for young children builds on the emotional underpinnings of their curiosity and concerns about the everyday world, and their pleasure in exploring it, this resource encourages new teachers to help children live appreciatively and thoughtfully on Earth.

The topical chapters in Part II offer solid, accessible, concept-based activities and are concurrent with the vision of the new Framework for K-12 Science Education, being developed by the Board on Science Education of the National Academy of Science.  For each unit presented, students are provided with all the comprehensive integrating and connecting elements to strengthen children’s learning of science.  Early educators’ own content and pedagogical knowledge will be expanded as they practice using the units in class and in field placements. 

For over 20 years, Harlan’s and Rivkin’s text has remained a classic in the field of early childhood science education. Its innovative, forward-thinking approach has instructed countless pre-service and new teachers on how to reveal the wonder of science to young children. Written in a clear and accessible manner, with a research-based rationale for early science education, this best-selling resource encourages new teachers to help children live appreciatively and thoughtfully on this amazing planet.

New features of the Tenth Edition:

• Exciting new research and theories and their links to early childhood science approaches are presented in chapters 1 and 2.
• A broadened view of appropriate formative assessments concurrent with the National Science Teachers Association assessment focus and on STEM education.
• The Environment chapter (Chapter 16) has a stronger focus on interdependence, with emphasis on learning in nature, bonding with nature, and clearer connections to prior conceptual content.
• Recommended learning sources beyond the classroom include the family, the community, the outdoors, and supporting the Leave No Child Inside movement.
• New activities include: Air Inquiry which connects air and plant life, and a redesigned Seeds We Eat that now accommodates gluten-intolerant children. 
• Annotated bibliographies of new children’s literature are added to Part II, and extensive updated references have been added throughout.