Young Children - March 2008 - (Page 39) base of a three-dimensional solid, and he combined them in one sentence: “It is the base of a cylinder or a screw.” He put the moon and the sun together, as well as a pizza and a salami. This experience in reorganizing and combining made his finished product more coherent and united. Michelle gave Tony a minilesson in the use of commas to separate items in a list. Tony absorbed the information readily because he needed to use it to write the list in his poem. Developmentally appropriate practices for young children. Joint position statement. www.naeyc.org/ about/positions/pdf/PSREAD98.PDF Kilpatrick, J., J. Swafford, & B. Findell. 2001. Adding it up: Helping children learn mathematics. Washington, DC: National Academies Press. NAEYC & NCTM (National Council of Teachers of Mathematics). 2002. Early childhood mathematics: Promoting good beginnings. Joint position statement. www.naeyc.org/about/positions/pdf/psmath. pdf NCTM (National Council of Teachers of Mathematics). 2000. Principles and standards for school mathematics. Reston, VA: Author. Short, K., J. Harste, & C. Burke. 1996. Creating classrooms for authors and inquirers. Portsmouth, NH: Heinemann. Whitin, DJ., & R. Cox. 2003. A mathematical passage. Portsmouth, NH: Heinemann. Whitin, D.J., & P. Whitin. 2004. New visions for linking literature and mathematics. Urbana, IL: National Council of Teachers of English; Reston, VA: National Council of Teachers of Mathematics. Conclusion Language and mathematics are best learned as children sions and Reprints online at www.journal.naeyc.org/about/permissions.asp. engage in meaningful, connected expeUAAA-0707-017 AD 8/17/07 8:45 AM Page 1 riences. The children in Michelle’s class fulfilled grade-level expectations in both mathematics and language arts while writing a poem about a geometric term. They examined an author’s style and writing choices. They brainstormed ideas and learned to organize them to create a unified piece. The children learned punctuation and grammar skills while revising their writing. They expressed their mathematics knowledge by identifying attributes of a geometric shape, citing examples of geometric shapes found in the real world, and writing and illustrating poems about geometric concepts. This kind of integrated curriculum and Influence the mind of a child learning is essential for long-lasting and you can change their life forever. understanding. Whether it’s a new direction or a lifetime goal, earning your B.A. or M.A. can move you faster, farther. With decades of history helping busy adults achieve their goal, our experience becomes your advantage: Copyright © 2008 by the National Association for the Education of Young Children. See Permis- References FROM CONTENT TO DELIVERY– WE HAVE PROVEN RESULTS. ONLINE | ACCELERATED | FULLY ACCREDITED Child Development • Parent and Family Life Education Differentiated Instruction • Early Childhood Education PREPARE TO SUCCEED WWW.CSP.EDU 1.800.333.4705 UAAA-0707-017 Clements, D.H., J. Sarama, & A.-M. DiBiase. 2003. Engaging young children in mathematics: Findings of the 2000 National Conference on Standards for Preschool and Kindergarten Mathematics Education. Mahwah, NJ: Erlbaum. Eisner, E. 1998. The kind of schools we need. Portsmouth, NH: Heinemann. IRA (International Reading Association) & NAEYC. 1998. Learning to read and write: Young Children • March 2008 39 http://www.naeyc.org/about/positions/pdf/PSREAD98.PDF http://www.naeyc.org/about/positions/pdf/PSREAD98.PDF http://www.naeyc.org/about/positions/pdf/psmath.pdf http://www.naeyc.org/about/positions/pdf/psmath.pdf http://www.journal.naeyc.org/about/permissions.asp http://WWW.CSP.EDU http://WWW.CSP.EDU
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