Books on the topic 'Environmental education Study and teaching (Early childhood)'

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1

Wilson, Ruth A. Fostering a sense of wonder during the early childhood years. Columbus, Ohio: Greyden Press, 1994.

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2

Davis, Julie M. Young children and the environment: Early education for sustainability. Cambridge: Cambridge University Press, 2010.

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3

Davis, Julie M. Young children and the environment: Early education for sustainability. Melbourne: Cambridge University Press, 2010.

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4

Michael, Pyle Robert, ed. The goodness of rain: Developing an ecological identity in young children. Redmond, WA: Exchange Press, Inc., 2013.

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5

Davis, Julie M. Young children and the environment: Early education for sustainability. Cambridge: Cambridge University Press, 2010.

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6

Adamson, Dawn. Learning through play the natural way: Nature based activities promoting environmental education for young children. Langley, B.C: Adamson Educational Services, Pub. Division, 2004.

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7

Environmental education: Teaching our children to preserve the future : field hearing before the Subcommittee on Early Childhood, Elementary and Secondary Education, Committee on Education and Labor, U.S. House of Representatives, One Hundred Tenth Congress, second session, hearing held in Laurel, MD, April 22, 2008. Washington: U.S. G.P.O., 2008.

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8

United States. Congress. House. Committee on Education and Labor (2007). Subcommittee on Early Childhood, Elementary, and Secondary Education. Environmental education: Teaching our children to preserve the future : field hearing before the Subcommittee on Early Childhood, Elementary and Secondary Education, Committee on Education and Labor, U.S. House of Representatives, One Hundred Tenth Congress, second session, hearing held in Laurel, MD, April 22, 2008. Washington: U.S. G.P.O., 2008.

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9

Understanding the Danish forest school approach: Early years education in practice. London: Routledge, 2012.

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10

Shillady, Amy. Spotlight on young children and nature. Washington, DC: National Association for the Education of Young Children, 2011.

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11

Wilson, Ruth A. Nature and young children: Encouraging creative play in natural environments. New York, NY: Routledge, 2007.

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12

Together we're better: Establishing a coactive learning environment. Roseville, Calif: Turn The Page Press, 1990.

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13

Nature and young children: Encouraging creative play and learning in natural environments. 2nd ed. London: Routledge, 2013.

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14

Petersen, Katia. Activities for building character and social-emotional learning grades PreK - K. Minneapolis, MN: Free Spirit Publishing, 2012.

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15

Martin, David Jerner. Constructing early childhood science. Albany, NY: Delmar Thomson Learning, 2001.

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16

Early childhood education: Teacher certification exam. 2nd ed. Boston [Mass.]: XAMonline, Inc., 2007.

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17

Early childhood education: Teacher certification exam. Boston [Mass.]: XAMonline, Inc., 2007.

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18

Thinking skills and early childhood education. London: David Fulton, 2000.

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19

N, Saracho Olivia, and Spodek Bernard, eds. Contemporary perspectives on mathematics in early childhood education. Charlotte, NC: IAP/Information Age Pub., 2008.

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20

Science and mathematics in early-childhood education: Curriculum & teaching. New York, NY: HarperCollins College Pub., 1994.

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21

Zachest, Katherine. Drama for early childhood. Sydney: Currency Press, 2015.

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22

Mathematics in nursery education. London: David Fulton Publishers, 1997.

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23

Early childhood social studies. Columbus, Ohio: Merrill Pub. Co., 1990.

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24

H, Clements Douglas, and Sarama Julie, eds. Engaging young children in mathematics: Standards for early childhood mathematics education. Mahwah, N.J: Lawrence Erlbaum Associates, 2004.

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25

1965-, Pelo Ann, ed. Rethinking early childhood education. Milwaukee, Wisc: Rethinking Schools, 2008.

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26

ERIC Clearinghouse for Science, Mathematics, and Environmental Education., ed. Starting early: Environmental education during the early childhood years. [Columbus, Ohio]: ERIC Clearinghouse for Science, Mathematics, and Environmental Education, 1996.

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27

Blevins-Knabe, Belinda, and Ann M. Berghout Austin. Early Childhood Mathematics Skill Development in the Home Environment. Springer, 2016.

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28

Blevins-Knabe, Belinda, and Ann M. Berghout Austin. Early Childhood Mathematics Skill Development in the Home Environment. Springer, 2016.

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29

Blevins-Knabe, Belinda, and Ann M. Berghout Austin. Early Childhood Mathematics Skill Development in the Home Environment. Springer, 2018.

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30

Myers, Casey Y., and Janice Kroeger. Nurturing Nature and the Environment with Young Children. Taylor & Francis Group, 2019.

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31

Kroeger, Janice, and Casey Myers. Nurturing Nature and the Environment with Young Children. Taylor & Francis Group, 2019.

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32

Myers, Casey Y., Janice Kroeger, and Katy Morgan. Nurturing Nature and the Environment with Young Children: Children, Elders, Earth. Taylor & Francis Group, 2019.

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33

Myers, Casey Y., Janice Kroeger, and Katy Morgan. Nurturing Nature and the Environment with Young Children: Children, Elders, Earth. Taylor & Francis Group, 2019.

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34

Myers, Casey Y., Janice Kroeger, and Katy Morgan. Nurturing Nature and the Environment with Young Children: Children, Elders, Earth. Taylor & Francis Group, 2019.

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35

Davis, Julie M. Young Children and the Environment: Early Education for Sustainability. Cambridge University Press, 2010.

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36

Davis, Julie M. Young Children and the Environment: Early Education for Sustainability. Cambridge University Press, 2018.

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37

Young Children and the Environment: Early Education for Sustainability. Cambridge University Press, 2014.

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38

Davis, Julie M. Young Children and the Environment: Early Education for Sustainability. Cambridge University Press, 2014.

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39

Davis, Julie M. Young Children and the Environment: Early Education for Sustainability. Cambridge University Press, 2010.

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40

Davis, Julie M. Young Children and the Environment: Early Education for Sustainability. Cambridge University Press, 2012.

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41

Wilson, Ruth. Nature and Young Children: Encouraging Creative Play and Learning in Natural Environments. Taylor & Francis Group, 2012.

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42

Wilson, Ruth. Nature and Young Children: Encouraging Creative Play and Learning in Natural Environments. Taylor & Francis Group, 2018.

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43

Wilson, Ruth. Nature and Young Children: Encouraging Creative Play and Learning in Natural Environments. Taylor & Francis Group, 2018.

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44

Wilson, Ruth. Nature and Young Children: Encouraging Creative Play and Learning in Natural Environments. Taylor & Francis Group, 2018.

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45

Wilson, Ruth. Nature and Young Children: Encouraging Creative Play and Learning in Natural Environments. Taylor & Francis Group, 2018.

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46

Wilson, Ruth. Nature and Young Children: Encouraging Creative Play and Learning in Natural Environments. Taylor & Francis Group, 2018.

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47

Wilson, Ruth. Nature and Young Children: Encouraging Creative Play and Learning in Natural Environments. Taylor & Francis Group, 2007.

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48

Reframing the Emotional Worlds of the Early Childhood Classroom. Taylor & Francis Group, 2014.

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49

Reframing the Emotional Worlds of the Early Childhood Classroom. Taylor & Francis Group, 2014.

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50

Ginsburg, Herbert P., Rachael Labrecque, Kara Carpenter, and Dana Pagar. New Possibilities for Early Mathematics Education. Edited by Roi Cohen Kadosh and Ann Dowker. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199642342.013.029.

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Abstract:
Mathematics instruction for young children should begin early, elaborate on and mathematize children’s everyday mathematics, promote a meaningful integration and synthesis of mathematics knowledge, and advance the development of conceptual understanding, procedural fluency, and use of effective strategies. The affordances provided by computer programs can be used to further these goals by involving children in activities that are not possible with traditional methods. Drawing on research and theory concerning the development of mathematical cognition, learning, and teaching, high quality mathematics software can provide a productive learning environment with several components: (1) useful instructions and demonstrations, scaffolds, and feedback; (2) mathematical tools (like a device that groups objects into tens); and (3) virtual objects, manipulatives and mathematical representations. We propose a five-stage iterative research and development process consisting of (1) coherent design; (2) formative research; (3) revision; (4) learning studies; and (5) summative research. A case study ofMathemAntics, software for children ranging from age 3 to grade 3, illustrates the research and development process. The chapter concludes with implications for early childhood educators, software designers, and researchers.
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