D imensions
More than ever
before...
Keynote Speakers
Include:
Thursday evening
Jo Ann Burroughs
Johnathon - Children Need
Love, Too
Volume 31, Number 1
SECA
54th Annual
Conference
We Need
Each Other
March 13-15, 2003
Friday morning
Dr. Pam Schiller
Creating Readers
Saturday morning
Larry Bell
Diversity Among Us
Myrtle Beach,
South Carolina
S OUTHERN
E ARLY
C HILDHOOD
A SSOCIATION
8500 W. Markham, Ste. 105 • Little Rock, AR 72205
P.O. Box 55930 • Little Rock, AR 72215-5930
Office: (501) 221-1648 • FAX: (501) 227-5297
Toll Free: 800-305-7322 • www.SouthernEarlyChildhood.org
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Southern
Early Childhood
Association
Inside this issue:
Fractions
Myths & Fables
Reggio
Discovery Centers
Toddler Books
Early Childhood
Reserve Your Copy Today at a Special Introductory Price! *
Menu for Successful
Parent & Family Involvement
written by Paul J. Wirtz and Bev Schumacher
Getting parents involved in an early childhood program takes
creativity, great ideas, and strategies that make it easy for parents
to become involved.
This newest SECA publication explores successful experiences
in working with families and helps you develop a "menu" of
activities and strategies that will promote parental involvement.
The book includes ideas for all early childhood programs,
including group settings and family day homes.
ISBN #0-942388-28-3
$4.50 + $1.00 SH
SECA Members and Non-members
*Introductory price available through
March 1, 2003.
written by Jeanette C. Nunnelley, Ed.D.
This booklet is intended for anyone who nurtures and cares
for pre-school children. Although it is primarily directed to
teachers in a structured setting, the family is the first
teacher; therefore many of the ideas apply to either the classroom or the home.
$5.50 SECA Members
$6.50 Non-members
ISBN-0942388-27-5
Call 1-800-305-7322
to order today.
Each teacher's guide contains:
• A summary of the storybook and the awards that it's won.
• Background on the story subject and author.
• Ideas for "setting the stage" before reading the story.
• Suggestions on how to use vocabulary.
• Tips on how to read the story.
• Activities, including:
– critics chair.
– integration activities for social studies, math,
science, filed trips, snack time.
• Extended literacy activities such as letter
recognition and family involvement activities.
• A list of additional teacher resources for literacy.
Take a few minutes to share a story with a child
today and prove.... A Little Literacy Goes a Long Way!
Powerful, Positive and Practical Practices:
Behavior Guidance Strategies
When asked about the most common
problem in the early childhood
educational setting or in the home,
most adults say, “Getting the
children to behave!” Obtaining
the behaviors we want in our
classrooms and our homes
requires knowledge of children,
planning for changes in
behavior, and resources to
help guidance techniques.
SECA and August House proudly present a collection of diverse folktale picture books, each with
its own teacher's guide. The teacher's guides contain a variety of meaningful and FUN literature
experiences for preschool children.
– questions to jumpstart discussions.
Special Introductory Price
Available March 1, 2003.
Call 1-800-305-7322 to reserve your copy today.
A Little Literacy Goes a Long Way:
Other titles with Teacher's Guides:
• Stone Soup
• Sitting Down to Eat
• A Big Quiet House
Hurry and order
your SECA products today by visiting
the SECA Company Store at
www.secaonlinestore.com
or call SECA at 1-800-305-SECA
for a complete order form.
Contact August House to order
books or request a catalog.
For a preview of each Teacher's Guide and book,
go to the August House website at
www.augusthouse.com
PO Box 3223
Little Rock, AR 72203
501-372-5450/1-800-284-8784
Brain Research and Childhood Education: Implications for Educators
(Summer 2002).
Circle of Influence: Implementing Shared
Decision Making and Participative
Management (Winter 2002).
Do Carrots Make You See Better? A
Guide to Food and Nutrition in Early
Childhood Programs (Summer
2002).
Early Learning Environments That
Work (Winter 2002).
Handle With Care: A Field Guide for
Parents and Educators (Fall 2002).
Picture This: Digital and Instant Photography Activities for Early Childhood Learning (Spring 2002).
Read It Again! Revisiting Shared Reading (Spring 2002).
Child Development
Children's Literature That Encourages
the Identity Development of Interracial Children, (3), 13-20.
Infant and Toddler Care That Recognizes Their Competence: Practices
at the Pikler Institute, (2), 11-18.
Strategies to Support Children—
Looking Beyond Our Expectations,
(2), 26.
Curriculum & Learning
Environment
"Cuåndo No Hablan Inglés": Helping
Young Children Learn English as a
Second Language, (2), 3-10.
Documentation of Children's Bike
Play: A Window Into Children's
Thinking, (3), 3-12.
In Praise of Sandboxes, (3), 21-24.
Preschool Literacy Programs, (4), 2226.
Promoting Early Literacy in the Natural Environment, (4), 10-16.
Reading Good Books: Priming the
Pump for Literacy Development,
(4), 17-21.
Three Strategies to Promote Young
Children's Literacy Development,
(2), 27-31.
What IS That Noise? Integrating Purposeful Talk and Reflective Thinking in Math, (1), 23-29.
If you are moving or have a change of
address, please notify the SECA office
immediately. We want to make sure you
receive your Dimensions and SECA conference and membership information on time!
Southern Early Childhood Association
P.O. Box 55930
Little Rock, AR 72215-5930
(501) 221-1648
Toll Free: (800) 305-7322
40
WINTER 2003
Connect With Families Through
Newsletters, (3), 25-30.
Using Family Literacy Bags to
Enhance Family Involvement, (1),
16-20.
What a School District Learned From
Parents About Family Learning
Activities, (2), 19-25.
Inclusion
Helping Aaron Navigate: Including
Children With Physical Disabilities,
(1), 9-15.
Professionalism
Staff Development for Early Literacy
Teachers: Changing to Guided
Reading, (4), 5-9.
The Reggio Emilia Philosophy Inspires
Scientific Inquiry—A Professional
Development Model, (1), 3-8.
Annual SECA Business
Meeting Scheduled
Moving???
Have You
Renewed
Your 2003
Membership?
Family Partnerships
The annual Business Meeting of the Southern
Early Childhood Association will be held on Saturday, March 15, 2003 from 11:15 a.m. to 12:15 p.m.
at the Myrtle Beach Convention Center, Myrtle
Beach, South Carolina.
A revision in the SECA By-Laws will be considered. The text of the proposed By-Laws change is
found on page 20 of this issue of Dimensions of Early
Childhood.
If you have not yet received your membership renewal form, please let us know so that
you can get the latest information on what’s happening at the state and national levels. Your SECA affiliate can provide this for you. If you live outside the SECA region,
please contact the SECA office at P.O. Box 55930, Little Rock, AR, 72215-5930 Phone:
(501) 221-1648 or 800-305-7322
We’re very excited about counting you as a member!
DIMENSIONS OF EARLY CHILDHOOD
Southern
Early Childhood
Association
Editor - Janet Brown McCracken
Cover photo by Michele Lucia Brener
Dimensions of
Early Childhood
Copyright ©2003, Southern Early Childhood
Association (SECA). Permission is not required to
excerpt or make copies of articles in Dimensions of
Early Childhood if they are distributed at no cost.
Contact the Copyright Clearance Center at (978)
750-8400 or www.copyright.com for permission
for academic photocopying (coursepackets, study
guides, etc.). Indexes for Dimensions of Early Childhood are posted on the SECA website at
www.SouthernEarlyChildhood.org. Additional
copies of Dimensions of Early Childhood may be
purchased at $2.00 per copy through the SECA
office by calling (800) 305-SECA. Dimensions of
Early Childhood (ISSN 1068-6177) is SECA’s quarterly journal. Third Class postage is paid at Little
Rock, Arkansas. SECA does not accept responsibility for statements of facts or opinion which appear
in Dimensions of Early Childhood.
Authors are encouraged to ask for a copy of
SECA’s manuscript guidelines. Submit manuscripts
that are typed and double spaced with references
in APA style. E-mail manuscripts for review to the
editor at melissa@southernearlychildhood.org..
SECA serves the interests of early childhood
educators concerned with child development,
including university researchers and teacher educators; early childhood, kindergarten, and primarygrade teachers; and early childhood program
administrators and proprietors.The association has
affiliates in 13 Southern states. Non-affiliate memberships are available to anyone living outside the
13 affiliate states. For information about joining
SECA, contact the executive offices at P.O. Box
55930, Little Rock, AR 72215-5930, (501) 2211648. Members receive a one-year subscription to
Dimensions of Early Childhood and discounts on
SECA publications and conference registration fees.
Southern Early Childhood Association
8500 W. Markham St., Suite 105
P.O. Box 55930
Little Rock, AR 72215-5930
(501) 221-1648 • fax (501) 227-5297
e-mail: info@southernearlychildhood.org
Web: www.southernearlychildhood.org
Dimensions
of Early
Childhood
Volume 31, Number 1
Winter 2003
—Refereed Articles—
3
Putting the Pieces Together:
Developing Early Concepts of Fractions
Rebecca McMahon Giles, Lavada Parmer, & Kelly Byrd
9
Predicting With Myths and Fables:
"King Midas is in trouble!"
Lee Mountain
13
Hundred Language Zoo
Josh Thompson
22
Planning Effective Classroom Discovery Centers
Laverne Warner
29
Choosing Good Books for Toddlers
Cheryl G. Jones
—Departments—
2
President's Message
Phil Acord
28
Strategies to Support Children—Helium Balloons on the Ceiling
Nancy P. Alexander
37
Book Reviews—Books for Early Childhood Educators
E. Anne Eddowes, Editor
39
Dimensions of Early Childhood
Volume 30 Index
DIMENSIONS OF EARLY CHILDHOOD
WINTER 2003
1
BOARD OF DIRECTORS
Phil Acord
President
Children’s Home – Chambliss
315 Gillespie Road
Chattanooga, TN 37411
Beverly Oglesby
President-Elect
3138 Rhone Drive
Jacksonville, FL 32208
AFFILIATE REPRESENTATIVES
Lannette Lackey
1925 Charlotte Drive
-AlabamaHoover, AL 35226
-Arkansas-
Kathy Stegall
9320 Northgate
Little Rock, AR 72207
-Florida-
Nancy Fraser Willaims
2430 NW 38th St.
Gainesville, Fl 32605
Beth Parr
Methodist Homes for Children
15 Jameswood Avenue
Savannah, GA 31406
-Georgia-
-Kentucky-
Terry Green
302 Clay St.
Henderson, KY 42420
-Louisiana-
Mary Lou Maples
126 Commanche Drive
Pineville, LA 71360
-Mississippi-
-Oklahoma-
Melissa Lewis
MBCI Early Childhood Division
PO Box 6010
Choctaw, MS 39350
Donna Castle Richardson
Oklahoma City University
2501 N. Blackwater
Oklahoma City, OK 73106
-South Carolina-
Judy Whitesell
309 Moss Creek Dr.
Cayce, SC 29033
-Tennessee-
Kathy Ennis
207 Saint Andrews Dr.
Franklin, TN 37069
-Texas-
Laverne Warner
610 Hickory
Huntsville, TX 77340
-Virginia-
Carole Whitener
2801 Ashwood Drive
Chesapeake, VA 23231
-West Virginia-
Nancy Cheshire
270 W. Philadelphia
Bridgeport, WV 26330
MEMBERS AT LARGE
Sandra Hutson
Lourdes Milan
1010 St. Peter St.
19019 Portofino Drive
New Iberia, LA 70560
Tampa, FL 33647-3088
EDITORIAL BOARD
Loraine Dunn
University of Oklahoma
Gloria Foreman McGee
Tennessee Technological University
George S. Morrison
University of North Texas
STAFF
Glenda Bean
Executive Director
Melissa Cawich
Program Services Coordinator
Dimensions of Early Childhood
WINTER 2003
Authors
Recently I received an invitation from Con- Phil Acord
gressman Harold Ford to attend a meeting at
Vanderbilt University in Nashville, Tennessee. The purpose of the meeting
was to discuss legislation he wanted to introduce in Congress. The PreKindergarten Oriented Professional Support (P-KOPS) Act is the name of
the legislation. Its purpose is to increase access to high-quality, prekindergarten education by competitively funding early educator positions. The
meeting was cancelled when Congressman Ford was called back to Washington, D.C.
If this meeting had been held, I was prepared to ask Ford to modify his
legislation to include funding for scholarships so early childhood educators
could obtain their Associate or Bachelor's degrees. This Act was focused on
teachers working with 3- and 4-year-old children. I was going to suggest
that we also need help with professionals teaching children younger than age
3. I agree with Congressman Ford about the need to attract and retain qualified early childhood teachers. We are all aware of the high turnover rate of
the preschool workforce and the negative effect this has on children.
I met an early childhood teacher at a Georgia conference who had just
moved from Pennsylvania. She had the Delaware Valley Association for the
Education of Young Children send me a video they produced about their
Worthy Wage Program and some information about a statewide compensation initiative called Quality Early Education Through Salaries and Training
(QUEST). This initiative is very much like the W.A.G.E. and T.E.A.C.H.
programs that started in North Carolina and have now been adopted by a
number of states. The component of QUEST that I am most impressed
with is the a provision for forgiveness of up to $10,000 in student loans for
degreed teachers who go to work in licensed early childhood education centers.
I think Head Start is right on target by investing resources in requiring
lead teachers to have an Associate Degree. I would love to see a local early
education association in one of our Southern states set a goal of having every
early childhood educator in the community have at least a CDA. The group
could team up with Head Start and get their city and county governments
to buy into the idea as well as the Chamber of Commerce, the public
schools, and United Way.
With 100% of their workforce holding some type of credential, the
Sarah Moseley
Membership Services Coordinator
2
Volume 30 Index
PRESIDENT’S
MESSAGE
continued on page 27
DIMENSIONS OF EARLY CHILDHOOD
Adams, L. (Summer 2002). Connect
With Families Through Newsletters,
(3), 25-30.
Alexander, N.P. (Spring 2002). Strategies to Support Children—Looking
Beyond Our Expectations, (2), 26.
Baldwin, V. (Summer 2002). In Praise
of Sandboxes, (3), 21-24.
Burts, D.C. (Winter 2002). Using
Family Literacy Bags to Enhance
Family Involvement, (1), 16-20.
Collucci, M. (Fall 2002). Staff Development for Early Literacy Teachers:
Changing to Guided Reading, (4),
5-9.
Cooley, S.M. (Fall 2002). Promoting
Early Literacy in the Natural Environment, (4), 10-16.
Cozza, B. (Winter 2002). What IS
That Noise? Integrating Purposeful
Talk and Reflective Thinking in
Math, (1), 23-29.
Da Ros-Voseles, D.A. (Summer 2002).
In Praise of Sandboxes, (3), 21-24.
DeJong, L. (Spring 2002). What a
School District Learned From Parents About Family Learning Activities, (2), 19-25.
Desouza, J.M. (Winter 2002). The
Reggio Emilia Philosophy Inspires
Scientific Inquiry—A Professional
Development Model, (1), 3-8.
Dever, M.T. (Winter 2002). Using
Family Literacy Bags to Enhance
Family Involvement, (1), 16-20.
Fiascki, C. (Winter 2002). What IS
That Noise? Integrating Purposeful
Talk and Reflective Thinking in
Math, (1), 23-29.
Grace, C. (Winter 2002). Strategies to
Support SECA Affiliate Groups—
Planning State Agendas: Bringing
Everyone Together, (1), 21-22.
Hale, M.S. (Summer 2002). Documentation of Children's Bike Play:
A Window Into Children's Thinking, (3), 3-12.
Hickman-Davis, P. (Spring 2002).
"Cuåndo No Hablan Inglés": Helping Young Children Learn English
as a Second Language, (2), 3-10.
Hill-Clarke, K.Y. (Fall 2002). Promoting Early Literacy in the Natural
Environment, (4), 10-16.
Jones, M.R. (Summer 2002). Children's Literature That Encourages
the Identity Development of Interracial Children, (3), 13-20.
Klein, A.G.S. (Spring 2002). Infant
and Toddler Care That Recognizes
Their Competence: Practices at the
Pikler Institute, (2), 11-18.
Lamme, L.L. (Fall 2002). Reading
Good Books: Priming the Pump for
Literacy Development, (4), 17-21.
Lee, G.L. (Spring 2002). Three Strategies to Promote Young Children's
Literacy Development, (2), 27-31.
Mazzeo, D.A. (Summer 2002). Children's Literature That Encourages
the Identity Development of Interracial Children, (3), 13-20.
McGee, L.M. (Fall 2002). Preschool
Literacy Programs, (4), 22-26.
McKinney, L. (Spring 2002). What a
School District Learned From Parents About Family Learning Activities, (2), 19-25.
McLean, D. (Winter 2002). Helping
Aaron Navigate: Including Children
With Physical Disabilities, (1), 9-15.
Miller, M.B. (Summer 2002). Documentation of Children's Bike Play:
A Window Into Children's Thinking, (3), 3-12.
Morrison, G. (Fall 2002). Early Literacy and Beginning to Read: A Position Statement of the Southern Early
Childhood Association, (4), 28-31.
DIMENSIONS OF EARLY CHILDHOOD
Morrow, L.M. (Fall 2002). Early Literacy and Beginning to Read: A Position Statement of the Southern
Early Childhood Association, (4),
28-31.
Morrow, L.M. (Fall 2002). Staff
Development for Early Literacy
Teachers: Changing to Guided
Reading, (4), 5-9.
Neuman, S.B. (Fall 2002). The New
Education Agenda, (4), 27.
Putney, D. (Summer 2002). Connect
With Families Through Newsletters,
(3), 25-30.
Radzin, A. (Fall 2002). Staff Development for Early Literacy Teachers:
Changing to Guided Reading, (4),
5-9.
Rankin, B. (Summer 2002). Documentation of Children's Bike Play:
A Window Into Children's Thinking, (3), 3-12.
Sommer, B. (Summer 2002). Documentation of Children's Bike Play:
A Window Into Children's Thinking, (3), 3-12.
Staley, L.M. (Winter 2002). The Reggio Emilia Philosophy Inspires Scientific Inquiry—A Professional
Development Model, (1), 3-8.
Advocacy & Public Policy
Early Literacy and Beginning to Read:
A Position Statement of the Southern Early Childhood Association
(Fall 2002), (4), 28-31.
Strategies to Support SECA Affiliate
Groups—Planning State Agendas:
Bringing Everyone Together, (1),
21-22.
The New Education Agenda, (4), 27.
Book Reviews
Advocates in Action: Making a Difference for Young Children (Fall 2002).
WINTER 2003
39
stand, and follow. Each page features one or two boldly titled art
experiences. Plans for the experiences include a materials list and
procedures for adult preparation. A
separate list of expected actions for
the child is also included. Illustrations showing sketches of the products needed are helpful. Additional
tips and variations for most activities are listed in the plan. Many
pages include stories of actual children's experiences with the activity.
General information for getting
started in art experiences, such as
basic supplies needed and understanding the philosophy of "process
not product," is included in the
introduction. This book features
some unique characteristics. First,
easy-to-use picture icons are incorporated, which reference helpful
information about the activity. For
example, a paint splattered T-shirt
icon is used to indicate activities
that might require a child to wear a
smock or apron. The appropriate
icon is printed at the top of each
activity page in plain sight. Also, art
experiences are organized in three
separate indexes featuring handy
listings alphabetically, by materials,
and by picture icons.
Numerous toddler-appropriate art
explorations and variations include
using paint, dough, things that make
marks, things that stick, and ways of
making impressions are suggested in
the text. First Art will be an asset to
any teacher of toddlers and twos. Its
design allows for easy use and quick
planning, and is a valuable resource,
especially for the price.
—Elizabeth M. Somes
Adjunct Instructor
Central Texas College
Pacific Far East Campus
Okinawa, Japan
38
WINTER 2003
Letter to the Editor
What concepts about fractions make sense to children ages 5 to 8?
These real-world, hands-on experiences build positive attitudes and
deep understandings about math.
How Can Children Learn to Communicate?
In the last 8 years, my staff and I have observed changes in the communication abilities of children ages 5 to 11 who attend our After Care Program. Children today prefer to be isolated and play hand-held games rather
than engage in social games or dramatic play. Discipline problems are common during group play.
We have noticed that when parents and children are together, they
also gravitate to individual activities such as portable games, TV, computer, exercise class, or the newspaper. Are we raising non-communicating, nonproblem-solving future adults with the skills to communicate only with a computer?
These are some ways adults can communicate with children: Plan time
with children. Get to know each child. Play games together. Look at each
other when you talk. Slow down. Engage in friendly, respectful conversations. Strategies such as these can lead to a greater sense of partnership
between families and their children's teachers—and can provide children
with interpersonal skills they need to get along with others.
Lisa Hall, Owner
Oakhurst Learning Center
Largo, Florida
Dimensions of Early Childhood welcomes Letters to the Editor. Readers are invited to submit
responses to articles published in SECA's journal. Brief discussions about issues in the field are also welcome. Opinions expressed in Letters to the Editor do not necessarily reflect the positions of the Southern Early Childhood Association or the journal Editor.
Changes Made to Dimensions and
SECA Reporter Publication Schedule
Beginning in the winter of 2003, we're changing our publications schedule to
provide better services to our members. We are adding one SECA Reporter to
our publications schedule and moving to three issues of a larger and improved
Dimensions of Early Childhood. Our publication schedule in 2003 will be:
•
•
•
•
•
•
January 2003
March 2003
May 2003
July 2003
September 2003
November 2003
Winter Dimensions of Early Childhood
Spring SECA Reporter
Summer Dimensions of Early Childhood
Summer SECA Reporter
Fall Dimensions of Early Childhood
Fall SECA Reporter
We'll expand each issue of Dimensions of Early Childhood by 8 pages and incorporate more articles into each issue. This move allows us to increase the number of
SECA publications by one issue of the SECA Reporter and, in the process, give you
more timely and updated information from SECA.
We've made this change because we want to be good stewards of your membership dues and enhance the membership services you receive, while keeping our
dues at $15 per year. We'll try it in 2003, and we want you to let us know what
you think. We can always return to the old schedule; however, we think you'll like
the change and "added value" that we can give you with this new approach.
DIMENSIONS OF EARLY CHILDHOOD
Putting the Pieces Together:
Developing Early Concepts of Fractions
Rebecca McMahon Giles, Lavada Parmer, and Kelly Byrd
According to the National Council of Teachers of
Mathematics (NCTM), "Young children enter school
having natural interest, curiosity, and an eagerness to
learn" (Friedman, 1998-99, p. 13). Such traits—combined with meaningful and relevant experiences—form
positive attitudes and a firm foundation for mathematical development throughout the elementary years.
Children's early experiences, whether they are positive or negative, are cumulative, so frequent experiences
can produce powerful, lasting effects (Katz & Chard,
2000). Consequently, educators can best help young
children not only understand mathematics but see its
value and usefulness by
conceptual knowledge, while avoiding formal rules and
symbolism, is considered suitable for children in kindergarten through fourth grade (Van de Walle, 1998).
Experience with fractions—half a sandwich and a
quarter of a dollar—is part of children's everyday lives
(Bezuk, 1988). Although most young children are familiar with the term half in ways that they have used it to
share, they do not necessarily know the fractional term
half as it applies to one of two equal parts. They may use
the term erroneously (i.e., "Break the banana into three
halves.").
Similarly, fractional terms such as "thirds" and
"fourths" may be confused with ordi• connecting mathematics with real-life
nal numbers when first learned. To
Frequent fraction
experiences and
help alleviate this misconception, it is
experiences can
• providing learners with beneficial
suggested that teachers encourage
produce powerful,
exposure to mathematical concepts
children to make comparisons
lasting effects.
that are introduced in appealing and
between these two similar-sounding,
varied ways.
but very different, concepts (Cathcart, Pothier, Vance, & Bezuk, 2001).
The Logic Behind the Symbols
It is also recommended that children record their
Although math is abstract, children are concrete findings in words, as one-sixth, rather than using symthinkers who must learn the logic behind the symbols
bols (numerals) in early fraction work because this man(Nichols, 1993) at an early age. The purpose of this artiner of recording forces children to focus on which
cle is to provide early childhood educators with a variety objects are being considered as opposed to merely noting
of interdisciplinary opportunities to increase young children's experiences with and exposure to fractions. These
Rebecca McMahon Giles, Ph.D., is Assistant Professor,
ideas are based on the three types of fraction models—
Department of Curriculum and Instruction, College of
region, set, and measurement.
Education, University of South Alabama, Mobile.
Considering the unique characteristics of learners
Lavada Parmer, Ph.D., is Associate Professor, Department
ages 5 to 8, activities that invite participation, supply
of Elementary Education, College of Education, University
visual images, help develop necessary language, and
of Mobile, Mobile, Alabama.
encourage problem-solving in a nonthreatening context
Kelly Byrd, M.Ed., is Mathematics Methods Instructor,
(devoid of worksheets or tests) are strongly recommendDepartment of Curriculum and Instruction, College of
ed. Exposure to fractions for the purpose of building
Education, University of South Alabama, Mobile.
DIMENSIONS OF EARLY CHILDHOOD
WINTER 2003
3
grade 2) be placed on recognizing
when things are divided into equal
parts, since this skill is more important for initial understanding than is
fraction notation. The concepts of
Suitable
parts and wholes and parts that make
Fractional Concepts
a whole are at the heart of fraction
The Principles and Standards for
understanding for young children.
Young children are
School Mathematics (NCTM, 2000)
Understanding primarily "rests on
concrete thinkers.
recommends that young children practical experiences with real
have experience with simple frac- objects that are important to the
tions involving meaningful prob- child" (Payne, 1990, p. 176-177).
The notion of parts and wholes
Acquiring conceptual knowledge lems that emphasize the connection
to
everyday
situations.
It
is
further
leads to an understanding of oral
should be the major goal of any
names and equal-size pieces that in
math program for young children recommended that the focus at this
level
(prekindergarten
through
turn forms the foundation for ade(Payne, 1990). Developing an
quate use of symbols. Iniunderstanding of major
tially, children see the parts
math concepts requires
with little attention paid to
many rich, real-world expethe size of the parts or the
riences using a wide variety
need for equal parts. While
of concrete models and diasome children teach each
grams (Payne, 1990) as well
other the necessity for fair
as interactions among the
shares when dividing a single
learners' thoughts, materistick of chewing gum into
als, and ideas of others (Bretwo pieces or equally disdekamp & Copple, 1997).
tributing six animal crackers
The general goals of the
among three friends, others
NCTM The Principles and
depend upon carefully orchStandards for School Matheestrated classroom experimatics indicate that matheences to achieve this undermatical literacy hinges on
standing that ultimately
abilities to reason and prove,
leads to the essential idea of
make connections, commuequal parts.
nicate, represent, and solve
One such experience
problems (NCTM, 2000).
would involve cutting two
To develop mathematical litoranges (or another soft
eracy, young children need
object) so that one was
to actively construct their
divided as equally as possiown knowledge and underble, while the other was cut
standing in a constructivist
into two obviously unequal
environment that encourparts, and, then asking quesages them to verbalize their
tions such as "How have I
thoughts and ideas with othNancy P. Alexander
cut each orange? What can
ers. Through discussion,
you tell me about the
learners solidify their con- Developing an understanding of major math concepts
requires
many
rich,
real-world
experiences
using
a
wide
pieces?" Another possibility
ceptual understanding. Disvariety of concrete models and diagrams as well as
would involve asking stucussion also provides teachinteractions among the learner's thoughts, materials,
dents to determine how two
ers with a window into their and ideas of others.
how many. "Formal symbolization
should be required only when children demonstrate an understanding
of fractions through problem-solving activities" (Cathcart et al., 2001,
p. 215).
4
WINTER 2003
young minds (Payne, 1990) which
is valuable for assessing children's
knowledge.
DIMENSIONS OF EARLY CHILDHOOD
Book Reviews
Books for Early Childhood Educators
by E. Anne Eddowes, Editor
Children and Stress: Understanding and Helping edited by
Beverly Hardcastle Stanford and
Kaoru Yamamoto. Olney, MD:
Association for Childhood Education International, 2001. 123 pp.
$22.00.
These are stressful times for
everyone, especially children. Many
stressors impinge on children's
lives, including poverty, racism,
bullying, abuse, unsettling family
environments, and fears of all types,
which in the world today includes
fear of terrorism. Stanford and
Yamamoto have compiled an outstanding book that speaks to the
issues which cause stress in children, and addresses ways for adults
to understand and help children
through these difficult challenges.
As stated in the preface, this is a
"book for ordinary adults who live
and work with ordinary children"
(p. 5).
The book is divided into two
parts. Each section has a collection
of articles by selected authors
including educators, psychologists,
and counselors, with some input
from parents. The first part emphasizes children's experiences. Part
two focuses on adults and their role
in helping children.
Part one consists of five chapters
devoted to the impact of stress in
the family, cultures and the morality of schooling, children with disabilities, matching teaching and
learning styles, and the view from
the inside. Practical suggestions and
many examples from case studies
and real-life situations supplement
the chapters. The second part comprises three chapters and an epilogue that feature the topic of stress
and personal growth for student
teachers, experienced teachers seeing children whole, and the therapy
room. Each of these topics has
important implications for adults
who work with children.
An outstanding feature of the
book is the list of resources following each chapter. The resources
include additional references, books
for adults, books about children,
children's literature pertaining to
the topic, and where applicable,
Web sites, videotapes, and lists of
related organizations. This is an
excellent sourcebook for teachers
and parents. The editors state "the
goal of this book is to assist teachers
and parents in their efforts to
understand and help children" (p.
13). They have achieved their goal
with the valuable information provided in this book. It is a resource
for teacher educators as they prepare future teachers, and should be
a part of every classroom teacher's
resource library, both for personal
use and to share with parents.
The book is well-organized and
well-written, with information supported by research. The organization of the book, beginning with a
preface and prologue, sets the tone
for the chapters that follow. The
DIMENSIONS OF EARLY CHILDHOOD
epilogue presents a fitting close
with a clarion call in a quotation
from Steiner, "Receive the children
in reverence, Educate them in love,
and Send them forth in freedom"
(p. 121).
—Joan Moyer
Professor Emerita
Arizona State University
Tempe
First Art: Art Experiences for
Toddlers and Twos by Mary Ann F.
Kohl with Renee Ramsey & Dana
Bowman. Beltsville, MD: Gryphon
House, 2002. 154 pp. $14.95.
In the past, it has been difficult
for teachers of toddlers and twos to
find good-quality reference materials
available for use in their classrooms.
Often, teachers of younger children
are expected to adapt the activities
and ideas originally designed for
preschoolers to their unique group.
Fortunately, more and more literature is accessible to toddler educators. First Art is especially designed
for teachers of toddlers and twos,
and it is an excellent resource.
Accomplished author and columnist Mary Ann F. Kohl knows and
understands children. In this
resource, she teams up with a concerned parent, Dana Bowman, and
practicing artist and teacher, Renee
Ramsey. All have an interest in education and art, and agree that the
process of creating is more valuable
than the product created.
First Art is easy to read, underWINTER 2003
37
ings. In the end, finding good books
for toddlers is worth all the effort!
References
Ahlvers, A., Ash-Geisler, V., Carleton, P.,
Carlson, A., Finkbeiner, A., Latronica,
S., Lewis, S., & Lupa, R. (1999).
Timely titles for toddlers: A recommended books list. Journal of youth services in libraries, 12(3), 17-18.
Corsaro, J. (1998). Books for babies. Book
Links, 7(6), 25-30.
Cousins, L. (1998). Maisy at the farm.
Boston, MA: Candlewick.
Crawford, A. (1998) Touch and feel farm.
London: Dorling Kindersley.
Hill, E. (1987). Spot goes to the farm. New
York: Putnam.
Knoth, M.V. (1998). Reading aloud to
very young children. Book Links,7(6),
22-24.
Kunhardt, D. (2001). Pat the bunny. New
York: Golden Books.
Kupetz, B., & Green, E.J. (1997). Sharing
books with infants and toddlers: Facing
the challenges. Young Children, 52(2),
22-27.
Sutherland, Z. (1997). Children and books
(9th ed.). New York: Addison Wesley.
Special Events at SECA 2003 in Myrtle Beach
We've planned some special events at our annual conference in Myrtle Beach, South Carolina, and hope
you'll take advantage of them while you're with us.
2003 SECA Research Theater
Friday, March 14, 2003
Myrtle Beach Convention Center
8:30 am - 10:30 am
2:00 pm - 4:00 pm
Research Panel
Research Projects and
Presentations
Scientific research is the "hot topic" in early childhood education and early literacy right now. What
research? Whose research? What does it really say?
How does it apply to our classroom practice and
what should we know about how research is being
applied in developing curriculum and programs?
Join us for a morning dedicated to giving you that
information and an afternoon session of presentations on current projects that are adding to the
body of knowledge.
President's Forum
Friday, March 14, 2003 • 1:45 - 3:45 pm
Myrtle Beach Convention Center
Join Phil Acord, SECA President, and Sarah
Greene, President of the National Head Start
Association, to discuss Head Start Reauthorization in 2003 and the policy implications for early
childhood education. Participants will develop a
SECA resolution for consideration at the SECA
business meeting.
Calling All Students!
Friday, March 14, 2003 • 12:00 - 4:00 pm
Myrtle Beach Convention Center
Like pizza? Want to learn some "tricks of the
trade" from experienced teachers to take into
your first classroom? Join us on Friday afternoon
from 12:00 - 4:00 pm for food, fun and education.
You'll learn from the best and have fun while
you're doing it.
Special Luncheon
The Convention on the Rights of the
Child: Bringing It Home
Dr. Pat Kostell and Dr. Leah Adams
Thursday, March 13, 2003 • 11:30 am - 1:30 pm
Kingston Plantation
SECA Public Policy Luncheon
Realizing the Promise of ResearchPolicy-Practice
Dr. Kyle Snow, Director
Early Learning & School Readiness Program
National Institute for Child Health
and Human Development
Friday, March 14, 2003 • 12:15 pm - 1:30 pm
Myrtle Beach Convention Center
See the conference information printed in the Fall SECA Reporter,
or call (800) 305-7322 for complete information on these and other events.
36
WINTER 2003
DIMENSIONS OF EARLY CHILDHOOD
brothers might share 10 baseball
cards, four toy cars, or six pieces of
fruit (Cathcart et al., 2001).
While minimal exposure to fractions has traditionally been included
in prekindergarten to grade 2,
"helping children develop a firm
understanding of fractional parts
and all of the related nuances that
go with that idea is critical if children are to have any number sense
with fractions" (Van de Walle, 1998,
p. 240). It is important for young
children to acquire this solid foundation before they begin more formal work with fractions, including
operations (i.e., procedural knowledge), in the intermediate grades
(Bezuk, 1988).
One of the primary concerns in
teaching young children about fractions is the recognized need to provide them with both the concepts
and the vocabulary needed to discuss
the ideas related to fractional parts.
Children who verbalize their
thoughts develop their conceptual
understanding of fractions as numbers and better assimilate the meaning of related terms, such as same size
and equal (Cathcart et al., 2001).
Young children typically work
with objects that have surfaces
(region), groups of objects (set), and
objects that vary in length (measurement) as part of their regular math
program (Cathcart et al., 2001).
The region, or area, fraction model
involves dividing an identified
region into equal parts, with fraction circles being perhaps the most
familiar region model for children.
Most experts agree that the
region model of fractions should be
introduced before children begin
dividing parts of a set (Cathcart et
al., 2001). Children need the personal experience of actually parti-
tioning figures (physical objects as
well as the drawn outlines of shapes)
rather than working solely with
prepartitioned figures in order to
obtain the abilities needed to use
this model to solve problems.
When children divide a dozen
grapes among four friends, they are
using the set model of fractions.
Although this process of sharing
may come easily to most children,
they may identify each child's
share as "three" rather than "onefourth." Cathcart et al. (2001) caution that children must learn that
"the question 'how many' warrants
a whole-number answer, whereas
the questions 'how much' and
'what part' have fraction number
answers" (p. 220).
This confusion becomes apparent when young children who are
asked to identify one-fifth of 10
objects circle two sets of five. However, repeated exposure to this idea
and many opportunities to draw
pictures illustrating parts of a set
will help children clarify this misunderstanding. They will soon realize
that because "fifths" is the fraction
part, the whole set is always divided
into five parts.
When working with measurement models, children are asked to
find the fractional parts between two
points. Young children can discover
Activities That Help Children Acquire Fraction Concepts
These activities provide children with multiple opportunities to use terms such as
whole, one-half, one-third, and one-fourth in repeated but varied situations.
Language Experience Approach Cook pizza or any other detailed recipe with the
class. Children dictate a recipe or story that explains the procedure used to make
and eat pizzas. Students identify and circle any fractional words used.
Word Bank As fractions are studied, make and display a continually growing list of
all the new words learned (i.e., whole, part, half, one-half or halves, one-third).
Singing in Rounds Write the words to a familiar song on a chart and sing several
times. Children identify the halfway point in the song. One group of children sings
half of the song before the remaining children begin singing from the beginning.
Instruments vs. Vocal Children listen to various pieces of music, and decide how
much (one-half, one-third, or one-fourth) of the song has only instruments and no
lyrics.
Playing Instruments Divide a song into fractional parts. Children play various percussion instruments (i.e., bells, tambourine, drums, rhythm sticks) for each part.
Blob Painting Children fold a piece of paper in half. Place a small blob of paint on
one half of the paper. Place another small blob of a different color of paint in the
middle of the remaining half. Refold the paper, and rub lightly. Open to reveal a similar design (and maybe a new color) on both halves.
Half-Apple Friends Pass around a basket containing enough apples for only half of
the children. When the basket is empty, ask the children, "How can we make sure
that everyone gets to have some apple to eat for snack?" Children find partners
who do not have an apple. Using a plastic serrated knife, demonstrate safely cutting
the apple into two halves. Why is it important for the pieces to be equal?
Ocean in a Bottle Children make three different oceans in a bottle. Use the same
size bottle with different fractional proportions of oil and water dyed blue with food
coloring.
Eating Fractions After reading Eating Fractions, each child uses a pair of scissors
and construction paper to match foods found in the book: yellow crescent banana,
large red circle pizza, medium pink circle strawberry pie, small tan circle roll, yellow
rectangle corn-on-the-cob. Slowly go through the book again. Children cut each of
the paper foods into fractional pieces that match the book's photographs. These
pieces can then be used to make individual books. (NOTE: Pizza is region model,
and banana is measurement model.)
DIMENSIONS OF EARLY CHILDHOOD
WINTER 2003
5
fraction concepts using the measurement model by folding, marking, or
cutting paper strips, ribbon, tape,
string, or other materials into halves,
thirds, or fourths. Measurement
model experiences should lead children to the realization that when
comparing two unit fractions, the
one with the smaller number of parts
results in the larger fractional piece
(Cathcart et al., 2001).
The remainder of this article contains several suggestions for incorporating experiences related to each
fraction model into early childhood
classrooms. Taking into account the
range of ages and varying abilities of
young learners, these ideas are purposely presented in a general openended format to allow for adaptation. They can be presented as
opportunities for independent
exploration, fully developed into
introductory lessons, or used as
either reinforcement or enrichment
activities according to children's
individual skills and needs. Teachers
are encouraged to have children be
involved in every step of the activity,
such as drawing or cutting, whenever possible.
Children's Constructivist
Experiences With
Fraction Models
Region Models
Eyeing Equal Parts Children learn
to identify equal parts. Draw vertical and horizontal lines on three separate index cards to create two,
three, and four equal parts. Make
another set of cards to illustrate two,
three, and four unequal parts. Put
all cards in a bag or box. Individual
children choose a card and identify
the parts as equal or unequal. The
cards can be sorted into two groups
6
WINTER 2003
Subjects & Predicates
Mathematical literacy hinges on abilities to reason and prove, make connections, communicate, represent, and solve problems. To develop mathematical
literacy, young children need to actively construct their own knowledge in an
environment that encourages them to verbalize their thoughts and ideas.
using yarn circles. They may also be
glued on paper to make a bar graph.
Seeing Fractions Use yarn or
string to divide classroom objects
(books, toys, windows, table tops)
into various fractional parts (halves,
thirds, fourths) to stimulate discussion. Children could also place a
mirror on top of an object to reflect
two equal parts.
Puzzle Squares Cut four identical large squares from poster board.
Cut one square in half, one square
in thirds, and one square in fourths.
Place the whole square on the table
and all of the pieces in a container.
Children identify the correct fractional pieces needed to cover the
whole square.
Paper Plate Halves Draw one
shape (star, square, heart, crescent,
circle, oval, diamond, triangle, rectangle, and pentagon) in the middle
of 10 different plates. Cut each plate
in half. Children match the halves
to make a whole. For a three-dimenDIMENSIONS OF EARLY CHILDHOOD
sional twist, cut various safe items (a
dry sponge, a cereal box, an empty
soft plastic bottle, and other items
with no sharp edges) in half for children to match.
Car Parts Cut pictures of cars,
trucks, and vans from magazines or
brochures obtained from local car
dealerships. Glue each picture onto a
large index card, and cut into two,
three, or four equal parts. Children
put the vehicles back together. This
activity can also be done with faces or
any other item with familiar sections.
Fraction Cards Make a set of
cards showing shapes divided into a
variety of equal parts. Children use
them to match fractions (i.e., a circle
divided in half and a square divided
in half would be an acceptable
match) or to play concentration.
Fractional Feast Children locate
food pictures in magazines and cut
or tear them out. Cut each picture
into equal portions (halves, thirds,
or fourths) and glue to paper plates.
this cheerful and reassuring book.
Themes: family, friends, diversity.
Walsh, M. (2000). Do donkeys
dance? New York: Houghton Mifflin. "Do pigs buzz around flowers?
No, bees buzz around flowers."
Each double-page spread asks or
answers a question about animals,
allowing toddlers to come up with
their own answers. "Do chickens
swim underwater?" might lead to a
number of answers—turn the page,
and there are some colorful fish. The
bright, deep watercolors are simply
drawn and just goofy enough to
appeal to toddlers (four tiny, smiling
pigs circle a large coral and orange
flower, for example). Themes: airplanes, animals, bats, bees, cats,
chickens, children, donkeys, fish,
flamingoes, fleas, kangaroos, ladybugs, pigs, turtles.
Wells, R. (1998). The bear went
over the mountain. New York:
Scholastic. Bold, cheery illustrations
provide a fun accompaniment to
verses of the well-known song in
this board book. Designed to let
children "read" the song as they turn
the pages, the large pictures will also
make this fun for story time.
Themes: bears, songs, spring, summer, music.
Whippo, W. (2000). Little white
duck. Illustrated by Joan Paley.
Music by Bernard Zaritzky. New
York: Little, Brown. A little white
duck takes a bite out of a lily pad, a
frog goes swimming, a bug floats on
his back, and a red snake scares them
all away in this classic children's
song. Bright, bold collages jump off
the pages in this colorful depiction
of the action. Themes: bugs, children's songs, ducks, frogs, pond life,
rhyming text, snakes, music.
Williams, V. (1997 board book
from 1990 hardback). More, more,
more said the baby. New York:
William Morrow Tupelo Books.
Vibrant gouache paintings show
three babies who are swung in the
air, coddled, and rocked as adults
play with them. Toddlers delight in
the rhythmic language and the obvious love of parent/grandparent and
child. Use the 1990 hardback version with groups. The board book
version will invite toddlers to
explore the pictures on their own.
Themes: families, fathers, mothers,
grandmothers, diversity, multiracial
families, play.
Wilner, Isabel (Ed.). (2000). The
baby's game book. Illustrated by
Sam Williams. Greenwillow/HarperCollins. Thirty-five rhymes for
babies and young toddlers are illustrated with soft, yet bright, watercolors. Brief instructions show how
to clap, tickle, and bounce with
baby. Themes: babies, games, diversity, rhymes, play.
Wilson-Max, K. Max's starry
night. (2001). New York: Jump-atthe-Sun/Hyperion. Large, boldlyoutlined gouache illustrations show
Max (an African American preschooler in overalls) and his friends
Little Pink (a bright fuchsia pig) and
Big Blue (a sky-blue elephant) as
they venture outside to enjoy a starry night. But Big Blue is afraid of
the dark and soon goes inside. Toddlers and preschoolers will appreciate Max's efforts to make Big Blue
feel better. He fills the bedroom
with paper stars hung from the ceiling. Look for Max flap books such
as Max Loves Sunflowers (1998) and
Max's Money (1999) as well. Themes:
bedtime, fear, friendship, diversity,
nighttime, stars.
Zolotow, C. (2000). Do you
know what I'll do? Illustrated by
Javaka Steptoe. New York: Harper-
DIMENSIONS OF EARLY CHILDHOOD
Collins. In this newly illustrated
classic, an older sister tells her
brother all the things she'll do for
him by asking and answering a
series of questions. "Do you know
what I'll do at the party?/I'll bring
you a piece of cake/with the candle
still in it." Bright, bold photo-collage illustrations made from painted
wood and cardboard and adorned
with 3-dimensional objects show
the love between these African
American siblings. Accompany this
story with simple objects such as a
seashell, teddy bear, pillow, and a
pail. Themes: African American
families, brothers, families, gifts,
sisters, diversity.
Conclusion
The books listed here can help
augment and update a toddler collection. More than 9,000 new children's books are published each
year, so it can be difficult for early
childhood educators to keep current
with high-quality titles. Fortunately,
there are some helpful resources.
Children's librarians at public
libraries, and good book stores, can
direct patrons to new toddler titles.
Many libraries subscribe to the Children's Literature Comprehensive
Database (CLCD), which provides
reviews of children's books and can
be searched according to age levels.
Online bookstores provide book
reviews for the titles they sell. These
too can be searched by age level.
Perhaps the best way to learn
about excellent titles is to discuss
books with other educators. Make a
point of doing so when attending
regional, state, or national conferences. Go to sessions that focus on
books. These professional development opportunities are enjoyable
ways to keep up with the latest offerWINTER 2003
35
Kopper, L. (2000). Daisy's
babies. New York: Dutton. Daisy,
her three puppies, and Baby try a
number of activities before finding
one that they all enjoy—emptying
Mommy's purse and trying out her
make-up. Large, softly-colored illustrations have just the right amount
of detail to appeal to infants and
toddlers—and enough humor to
amuse adults! Try Daisy Is a Mommy
as well. Themes: babies, puppies,
dogs, play, eating.
Miller, M. (1998). What's on
my head? New York: Simon &
Schuster. In this Look Baby! board
book version, Miller's photos of
diverse babies' faces—some smiling, some serious—are placed
against white backgrounds that set
off their headgear. Babies and toddlers find humor in the photos of a
beanbag frog and dog, a rubber
ducky, and a giant bow perched on
babies' heads included along with
more traditional hats. Themes:
babies, hats, humor, diversity.
Onyefulu, I. (1995). Emeka's
gift: An African counting story.
New York: Cobblehill/Dutton. On
his way to visit his grandmother in
rural Nigeria, Emeka looks at a
number of things that he would
like to give her, but he has no
money. Grandmother reassures him
with a big hug, saying "Child,
you're the best present of all!" Most
toddlers won't be ready for the
counting concepts presented here,
but the brightly-colored photographs hold their attention.
Onyefulu has chosen Nigerian subjects that are familiar enough for
2-year-olds to recognize—grass
brooms, hats, necklaces—even 10
of Emeka's cousins! Themes: children, gifts, grandmothers, families,
multicultural, Nigeria, travel.
34
WINTER 2003
Petricic, D. (1997). The enormous potato. Buffalo, NY: Kids Can
Press. This version of "The Enormous Turnip" shows a farmer who
enlists the help of his family and pets
to pull an enormous potato out of
the ground. Visit a potato farm or get
a potato with the vine still attached
(available if you ask at a local farmer's
market) to show children before
reading the story. Themes: families,
farmers, potatoes, vegetables.
Rabe, B. (1991, reprint from
1988 edition). Where's Chimpy?
Photographs by D. Schmidt. New
York: Whitman. Misty, a preschooler with Down syndrome, can't go to
sleep without her toy monkey,
Chimpy. She and her Daddy look in
all the places she has been that day
and finally find Chimpy. Large color
photographs invite older toddlers to
join in the hunt. Themes: bedtime,
Down syndrome, fathers, monkeys,
special needs, toys.
Simmons, J. (1997). Come along,
Daisy. New York: Little, Brown.
Daisy is too busy watching fish,
chasing dragonflies, and bouncing
on lily pads to heed her mother's
warning to "stay close." When Daisy
loses Mama, everything in her world
becomes scary. Toddlers enjoy the
mild suspense created by this tale as
much as the large, evocative watercolors that bring Daisy to life. Look
for other delightful Daisy titles, such
as Daisy and the Beastie. Themes:
baby animals, ducks, frogs, mothers,
pond life.
Siomades, L. (2000). Three little
kittens. Honesdale, PA: Boyds Mill
Press. Bright, collage-like watercolor
illustrations reminiscent of finger
paintings show three very colorful
little kittens in this retelling of a
popular nursery rhyme. Toddlers
enjoy following the antics of two lit-
DIMENSIONS OF EARLY CHILDHOOD
tle mice who appear on each double-page spread, as well as the
unique ending to the rhyme as a
shocked Mama says, "Now where,
oh where, is the pie?" The satisfying
end shows the kittens happily eating
pie, with the mice ready to eat some
as well. Themes: baby animals, cats,
kittens, losing things, mice, rhymes.
Smith, M. (2000). Dear Daisy,
get well soon. New York: Crown.
Daisy has the chicken pox, and Peter
sends her gifts each day (one card,
two bunches of flowers) until she
gets better. An elephant, zebras, hippos, and other exotic animals march
the gifts over to Daisy, who we see in
her room through her window, just
across the yard from Peter's room.
Exuberantly-colored double-page
spreads include plenty of details for
older toddlers to pore over. Themes:
animals, days of the week, friendship, illness, numbers.
Taylor, A. (1999). Baby dance.
Illustrated by Marjorie van Heerden. New York: HarperFestival/
HarperCollins. While her mother
sleeps on the couch, a young, beribboned African American baby
delights in singing and dancing with
her adoring father. This board book
is illustrated with bright background
colors that set off the swirling and
twirling motions of father and
daughter. Themes: African Americans, babies, daughters, dancing,
families, fathers, play, rhymes.
Uff, C. (1999). Hello, Lulu. New
York: Walker. Simple text and large,
vibrantly colored illustrations introduce Lulu and her world. "This is
Lulu's baby brother. He can say 'lu-lu
lu-lu'." Readers meet Lulu's diverse
family, her pets, and her friends, as
well as learn about the things she
likes (the color red, snack time at
grandma's house). Toddlers enjoy
Sponge Printing Cut sponges
into halves, thirds, and fourths while
discussing the fractional pieces being
made. Children use the pieces with
tempera paint for printing.
Paper Parts Children fold three
separate pieces of white paper in
halves, thirds, and fourths. They
then label one part of each paper
and color it.
Make a Map Children make a
map of their classroom, playground,
or school. Discuss the location of
various points or objects using fractional terms (i.e., one-third of the
playground has grass, half of the
classroom has carpet).
Set Models
Natural Parts Go for a walk to
identify items in nature that have
equal parts (i.e., a flower with four
petals, a clover with three leaves).
Life-Saving Fractions Children
work in small groups, each of which
has a roll of multi-colored LifeSavers® candy. Children remove the
outer paper label and press the foil
firmly around the roll so they can
count the individual pieces of candy.
Have children work cooperatively to
determine the fractional part of the
roll one piece of candy would be ...
two pieces ... etc. Then, have children remove the foil to see the various colors of candy in the roll. Have
them count the different colors and
group them to determine the fractional part that each color represents.
Egg Carton Fractions After
washing foam egg cartons in a dishwasher, children take one whole bottom portion of an egg carton and
several bottoms that have been cut
into various fractional parts (halves,
thirds, fourths, sixths). They stack
these pieces together to compare (i.e.,
one half is equal to three sixths).
Measurement Models
People Lines Small groups of
children lie on the floor to form
straight lines. Identify which part of
the whole each child represents. For
example, if Samantha, Marita, and
Jose lay head-to-toe to form a line,
Samantha would be one-third of the
line, while Samantha and Marita
together would be two-thirds of the
line.
Milk Carton Trains Each child
Fractions in Children's Literature
Apple Fractions by Jerry Pallotta. Illustrated by Rob Bolster (2002, Scholastic). In
this book by The Hershey's® Milk Chocolate Fractions Book author, the realistic,
brightly colored illustrations show an apple divided into 1/3, 1/4, and more. Interesting facts about several apple varieties are shared, and the concept of adding fractions is introduced.
Each Orange Had 8 Slices by Paul Giganti, Jr. Illustrated by Donald Crews. (1999,
Mulberry). This original counting book uses familiar objects to introduce beginning
math concepts and reinforce visual literacy. Dynamic illustrations combine with simple, yet challenging questions to stimulate young learners to move beyond simple
counting to more complex mathematical tasks.
Eating Fractions by Bruce McMillan (1991, Scholastic). Photographs of two boys
and a dog who learn the meaning behind the symbols for a half, a third, and a quarter while sharing a lunch of pizza, rolls, strawberry pie, and bananas. Recipes are
included.
Gator Pie by Louise Matthews (1995, Sundance Publications). The alligators in this
story want to share a pie. One-by-one, page-by-page, gators keep coming! With
each new arrival, the pie must be re-divided to ensure equal portions until there are
eventually 100 alligators who all want a piece of pie.
Give Me Half! (1996, Harper Trophy). Splitting things in half may seem like an easy
thing to do, but when two siblings and a pizza are involved, things can get messy.
Children learn about fractions at school, but fractions are also an important part of
everyday life outside the classroom.
Fraction Action by Loreen Leedy (1996, Holiday House). In this book, which combines cartoon-like, color illustrations and understandable text, Miss Prime and her
animal students explore fractions by finding many examples in the world around
them.
Jump, Kangaroo, Jump by Stuart J. Murphy. Illustrated by Kevin O'Malley. (1999,
Harper Collins). During a field day, a group of 12 Australian animal campers splits
into halves for a tug of war, thirds for a swim meet, and fourths for a canoe race. The
simple story line presents a real-world application of fractions and division, neatly
reinforced by O'Malley's expressive illustrations. Related activities are suggested.
More M&M's® Brand Chocolate Candies Math by Barbara Barbieri McGrath. Illustrated by Roger Glass. (1998, Charlesbridge). This fun-filled book takes math skills to
the next level, teaching estimation, simple graphing, multiplication, factoring, problem-solving, division, and simple fractions—all using M&Ms®.
Rabbit and Hare Divide an Apple by Harriet Ziefelt. Illustrated by Emily Bolam.
(1998, Puffin). Hare tries to divide an apple in half so he and Rabbit can share it, but
he breaks it unevenly. They both want the bigger piece. Will they ever find a way to
share the apple?
The Half-Birthday Party by Charlotte Pomerantz. Illustrated by Dyanne DisalvoRyan. When Daniel's 6-month-old sister Katie stands by herself for the first time, he
decides to give her a half-birthday party. Daniel invites Mom, Dad, Grandma, and the
neighbors, asking each of them to bring half of a present.
The Hershey's® Milk Chocolate Fractions Book by Jerry Palotta and Robert C.
Bolster (1999, Cartwheel). Open the wrapper, and what do you see? A Hershey's®
Milk Chocolate Bar is made up of 12 little rectangles that provide the perfect opportunity to teach fractions! A bunch of comical cows, some cocoa pods, and stalks of
sugar cane join the fraction fun.
DIMENSIONS OF EARLY CHILDHOOD
WINTER 2003
7
places an empty milk carton
ness of their results (Bezuk,
between a train engine and
1988). Furthermore, includcaboose. Children place
ing fractions in the early
pencils or other objects
childhood mathematics curbetween two cartons to
riculum increases children's
divide the train into halves,
current understanding of the
thirds, and fourths.
world around them and proGraham Cracker Fracvides the necessary knowltions Children break whole
edge and skills for more
crackers apart at the separaadvanced interaction with
tion marks and identify the
fractions later in life.
parts. Depending upon the
brand, crackers will be sepaReferences
rated in thirds or fourths.
Bezuk, N.S. (1988). Fractions in
the early childhood matheWhat Part of 10? Mark
matics curriculum. Arithmetic
off 10 feet or meters. ChilTeacher, 35(6), 56-60.
dren estimate distance (oneBredekamp, S., & Copple, C.
half, one-third, and one(1997). Developmentally
fourth) along the designated
appropriate practice in early
childhood programs (Rev. ed.).
path.
Washington, DC: National
Necklaces Children cut
Association for the Education
brightly colored straws into
of Young Children.
fractional pieces and string
Cathcart, W.G., Pothier, Y.M.,
to make a necklace. Tape
Vance, J.H., & Bezuk, N.S.
(2001). Learning mathematics
yarn ends for safety when
in elementary and middle
placing around children's
schools (2nd ed.). Upper Sadnecks.
Nancy P. Alexander
dle River, NJ: Merrill.
One of the primary concerns in teaching young children
• • •
Friedman, M. (Ed.) (1998-99).
The Principles and Stan- about fractions is the recognized need to provide them
NCTM goals, leaders, and position statements. Reston, VA:
dards for School Mathemat- with both the concepts and the vocabulary needed to
discuss the ideas related to fractional parts.
National Council of Teachers
ics' expectation that children
of Mathematics.
in prekindergarten through
manipulatives are not used to their Katz, L., & Chard, S. (2000). Engaging
grade 2 should "understand and full advantage and/or are abandoned
children's minds: The project approach
represent commonly used fractions,
(2nd ed.). Stamford, CT: Ablex.
prematurely. And, lastly, students
National Council of Teachers of Mathesuch as 1/4, 1/3, and 1/2" (NCTM,
are frequently asked to perform
matics. (2000). Principles and standards
2000, p. 78) is prompting early
abstract procedures before they fully
for school mathematics. Reston, VA:
childhood teachers to increase expe- understand them.
Author.
riences with and exposure to fracNichols, D. (1993). Math concept books:
Concepts associated with fractions for children ages 5 to 8.
What we have, what we need. School
tions must be developed in early
Library Journal, 39(12), 41-42.
Bezuk (1988), however, cites sevchildhood using meaningful comparPayne,
J. (Ed.) (1990). Mathematics for the
eral possible reasons for children's ison and equivalence activities in
young child. Reston, VA: National
apparent lack of understanding of order for these children, when they
Council of Teachers of Mathematics.
fractions despite early instruction. are in the upper elementary grades,
Van de Walle, J.A. (1998). Elementary and
First, teachers tend to spend insuffimiddle school mathematics: Teaching
to successfully perform operations on
developmentally. NY: Addison-Wesley
cient time cultivating a dependable fractions and assess the reasonableLongman.
concept of fractions. Second,
Notice to
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WINTER 2003
If you do not wish to have your name appear on SECA’s rented list, please
contact the SECA office at 800-305-7322 or (501) 221-1648.
DIMENSIONS OF EARLY CHILDHOOD
and I wish I hadn't. But
cussed. As two children
sometimes it happens, just
watch and play with a
like that" (p. 26). Her reasrabbit, they wonder "But
suring, full-body hug as
what does the rabbit say?"
well as her laughter when
The book ends: "Rabbit
Harriet looks at hundreds
makes no peep or call.
of pillow feathers and says
And still we love him best
"Big mess!" reassures older
of all." Themes: animal
toddlers, who undoubtedly
sounds, pets, rabbits,
have gone through similar
rhyming verse.
incidents. Highly expresHines, A.G. (1998).
sive watercolor illustrations
What can you do in the
show the changing moods
rain? Illustrated by
of both Harriet and her
Thea Kliros. New York:
mom. Themes: accidents,
Greenwillow/William
anger, love, mothers.
Morrow. What can a
Gentieu, P. (2000).
toddler do in the rain?
Grow! Babies! New York:
"Hear it patter./Feel it
Crown. Gentieu's color
fall./Catch a bucketful./
photographs of 20 diverse
Mix a mud pie" (pp. 2babies are set against a
8). Realistically drawn,
Photograph courtesy of Child Development Center,
Southwest Missouri State University
white background to show
uncluttered watercolor
Younger toddlers like sturdy board books and fabric books
the growth of a child from that they can handle, chew, and drag around. They also love
illustrations show indibirth through age 1. For to interact with their books.
vidual toddlers of diverse
"At four months, you can
ethnic backgrounds as
hold yourself up on your
each enjoys a different
exemplify
a
letter
of
the
alphabet.
A
tummy," a double-page spread
activity in the rain. Three other
shows 19 babies in a row, all on their girl holds a kite, and above her the board books in the series follow the
letters Kk float in an orange square; same pattern (What Can You Do in
tummies, and is highlighted by a
large photo of one child on her below is the word Kite. Most of the
the Sun? What Can You Do in the
diverse
children
pictured,
who
range
tummy. Text on the side gives some
Snow? and What Can You Do in the
from
ages
2
to
8,
have
Down
syncharacteristics of a 4-month old.
Wind?). Themes: clothing, five sensUnfortunately, not all the facts about drome. Although this book can be es, rain, play, diversity, weather.
babies' developmental progress are used to introduce the alphabet, it
Hutchins, P. (1993). My best
correct in this book. But toddlers provides toddlers with a gentle friend. New York: Greenwillow. A
are almost universally fascinated introduction to children with spe- young preschooler recounts how
cial needs as well, showing that they
with babies, and this will keep them
"My best friend knows how to run
busy looking! Pair it with Gentieu's enjoy the same things that all chilfaster...and climb higher...and jump
dren
enjoy.
Look
for
Girnis'
comother titles, Wow! Babies! or Baby!
farther than anyone." But when her
Talk! Themes: babies, growing up, panion book 1,2,3 for You and Me. friend comes to spend the night and
Themes: alphabet, Down syndrome, is afraid of the billowing curtain by
diversity.
play, special needs.
Girnis, M. (2000). ABC for you
the bed, she is glad to reassure her
Hall, J. (2000). What does the
and me. Photographs by S.L.
and close the window. And isn't
rabbit
say?
Illustrated
by
Reg
Green. Morton Grove, IL: Whitthat what friends are for? The
man. In a simple format that appeals Cartwright. New York: Doubleday. In bright, large gouache paintings
to toddlers, color photographs rhyming verse accompanied by flat, make this a good selection for large
placed on stark white pages show deeply-colored, collage-like paintings, groups. Themes: bedtime, friends,
children with various objects that the sounds animals make are disdiversity, play.
DIMENSIONS OF EARLY CHILDHOOD
WINTER 2003
33
pole CAN jump—he's now a frog.
Bold, bright, wonderfully active
illustrations make this a perfect
choice for storytime for older toddlers. Themes: fish, frogs, grasshoppers, growing up, jumping, lambs,
metamorphosis, rabbits.
Capucilli, A. (1998). Bathtime
for Biscuit. Illustrated by Pat
Schories. New York: Harper Collins.
Appealing puppies, Biscuit and Puddles, want to play, not take a bath.
Toddlers will laugh at their antics
and enjoy pretending to be puppies
themselves during the story. Themes:
baby animals, baths, dogs, play.
Cohen, C.L. (1998). How many
fish? Illustrated by S.D. Schindler.
New York: Harper Trophy. Six little
feet and a big red pail scare away six
little ocean fish. Yellow fish, intent
on catching a shrimp, gets trapped
under the pail until "Two little feet"
dash away with it, sending "One
happy fish. One happy fish. One
happy fish on its way!" (pp. 22-23).
This book is a great way to show the
color red; however, the yellow fish
under the pail appears to be orange
in the paperback version. Themes:
counting, colors, fish, oceans,
rhyming text.
Cowen-Fletcher, J. (1993). Mama
zooms. New York: Scholastic. A
young boy pretends he is a jockey,
train engineer, cowboy, and more
when he rides with his mother in
her wheelchair. "Mama zooms
me/down a smooth sidewalk/and
she's my/race car./Mama zooms
me/fast down ramps./We love
ramps!" (pp. 10-12). Oversized colored pencil and pastel illustrations
make this a perfect choice for group
story times. Themes: families, imagination, mothers, physical disabilities, play, special needs.
Cummings, P. (1998). My aunt
32
WINTER 2003
came back. New York: Harper
Collins. A young African American
girl's aunt brings her presents from
all the places she's traveled. Finally,
she takes her niece along. The
rhyming text and highly-patterned
pictures will appeal to older babies
as well as toddlers. Themes: African
American families, aunts, families,
rhyming text, travel.
Davis, K. (1998). Who hops?
New York: Harcourt Brace. Large,
simply-drawn animals and bugs
drawn in almost fluorescent colors
practically leap off the pages of this
humorous book that lists creatures
that hop, fly, slither, swim, and
crawl. Davis slyly adds a creature
(drawn with a shocked expression)
at the end of each list that decidedly
doesn't do the action. ("Who flies?
Birds fly. Bats fly. Flies fly. Rhinos
fly.") This is followed by a page stating "NO THEY DON'T!" Toddlers
and adults will appreciate the
humor in this book. Themes: animals, crawling, flying, hopping,
slithering, swimming.
Demarest, C. (1998). Farmer
Nat. New York: Harcourt Brace Red
Wagon Books. Toddlers love to guess
who is under the flap—by using the
rhyming clues given on each doublepage spread—as Farmer Nat performs his morning chores. Bold,
deeply-colored illustrations are large
enough for toddlers or babies to see
during storytimes. The animal
sounds that make up each clue make
this a hit. Themes: animal sounds,
farms, farm animals, rhyming text.
Dunbar, J. (1998). Baby bird.
Illustrated by Russell Ayto. Cambridge, MA: Candlewick Press.
Baby Bird has some harrowing experiences when he falls out of his nest.
He perseveres, however, and finally
learns how to fly. Themes: birds,
DIMENSIONS OF EARLY CHILDHOOD
babies, flying, learning something
new.
Dwight, L. (1998). We can do it!
New York: Checkerboard. In five
separate photoessays, readers meet
Gina, David, Jewel, Emiliano, and
Sarah. Each is a child with special
needs—spinal bifida, Down syndrome, cerebral palsy, or blindness.
Each tells the reader "I can do lots of
things," and the photographs show
just what these cheerful children can
do! Although the book is too long for
most toddlers, the individual photoessays with their large, engaging
photographs, are just right. Themes:
blindness, cerebral palsy, Down syndrome, families, friendship, physical
disabilities, play, school, self-confidence, special needs.
Fleming, D. (1998). Mama cat
has three kittens. New York: Henry
Holt. Two of Mama cat's kittens
copy everything she does, but Boris
continues napping—until his mom
and siblings curl up to nap. This
great introduction to creative pretend play will, with some encouragement, have toddlers washing
their "paws," walking carefully on
stone walls, chasing leaves, and digging in the sand along with Mama
cat and her crew. Fleming's large,
bright stencil paintings wow toddlers. Children have fun searching
for the gray mouse who appears on
every double-page spread as well as
for the many bugs that Fleming
includes in her artwork. Themes:
baby animals, cats, kittens, napping,
mimicking.
Fox, M. (2000). Harriet, you'll
drive me wild. Illustrated by Marla
Frazee. New York: Harcourt. After a
series of mishaps, Harriet's patient
mother finally loses her cool and
yells. She apologizes to Harriet: "I'm
sorry, too. I shouldn't have yelled,
“What do you think will happen next?” Sometimes, even without
asking this question, children learn to predict story outcomes when
they hear, and learn from, myths and fables.
Predicting With Myths and Fables:
“King Midas is in trouble!”
Lee Mountain
Why have myths and fables lasted so long in litera“Because he can’t eat gold.” Sierra crossed her arms
ture traditions around the world? They are captivating and sat back.
stories, especially when delivered orally! Whether teach“Maybe he could get somebody to feed him,” said
ers and families prefer to read aloud on the advice of Tre- Jamail.
lease (2000) or to tell aloud in the storyteller tradition
“No.” Sierra was firm. “The food would touch his
(Sutherland & Arbuthnot, 1984), adults enchant young
mouth. Then it would turn to gold. He’s in big trouble.”
children with myths and fables.
The group considered Sierra’s prediction. Others
The myth of King Midas held the attention of one joined her in anticipating trouble for King Midas. The
group of kindergarteners so firmly that children further group even agreed in advance about what was likely to
developed their skills in predicting outhappen when his daughter hugged
comes of stories. The examples in this
him. They were pleased with themMyths and fables are
article are drawn from the author’s
selves for seeing what was coming:
captivating stories!
experience with one kindergarten class.
When King Midas’ daughter hugged
“King Midas had the golden touch,”
him, she turned into a golden statue.
the teacher said as he held up the book and pointed to
the picture of the king in his garden. “Everything King Beyond Folktales:
Midas touched turned to gold. He picked an apple.” A
Predicting at a Higher Level
pause in the reading gave children the opportunity to
digest this information, and study the illustrations. SierMyths like the Midas story offer opportunities for
ra, Jamail, and Ann were gazing at the picture of Midas children to interact and predict at a higher level than
reaching up to the lowest branch of an apple tree. “What folktales (Barrentine, 1996). By the beginning of their
do you think happened to the apple?” the teacher asked. kindergarten year, this group of children already had
“He took a bite,” Jamail offered.
learned to chorus the refrains of familiar, predictable
Sierra frowned.
tales such as “The Gingerbread Man” and “The Three
“He peeled the apple,” suggested Ann.
Little Pigs.” After hearing “The Frog Prince,” “CinSierra shook her head. “It turned to gold,” she stated. derella,” “The Princess and the Pea,” and “Snow
“The apple turned to gold,” her teacher agreed, nod- White,” the children could predict that each princeding, and then read on. “For a moment, King Midas was and-princess pair would live happily ever after—a shaky
pleased because he loved gold. But he was hungry. He
prediction perhaps, but correct for the literary genre.
went to the royal kitchen and picked up a roll.” Again
there was a pause.
“It’s going to turn to gold too,” Sierra burst out. Lee Mountain, Ed.D., is Professor, Curriculum and Instruc“King Midas is in trouble!”
tion Department, College of Education, University of
“Why?”
Houston, Houston, Texas.
DIMENSIONS OF EARLY CHILDHOOD
WINTER 2003
9
By spring of their kindergarten
year, these children had had months
of experience in interacting with
predictable books, as recommended
by Morrow (1993) and Stewig and
Buege (1994). They were ready for
some classic myths and legends, and
could comprehend the stories well
enough to predict outcomes most of
the time.
Consider their prediction in the
case of the myth about Arachne’s
pride in her weaving. Arachne
incurred Minerva’s wrath by saying
that she, a mere mortal, could spin
and weave better than the goddess
Minerva. When Minerva triumphed
over Arachne in a weaving contest,
Minerva told how she intended to
punish Arachne by turning her into
“a tiny weaver of webs.” Then the
clues began to fall into place for
these kindergarteners.
The children could predict what
Minerva was going to do to
Arachne. When they heard clues
such as “Itsy-bitsy creature ... eight
legs ... weaves web to trap food,”
they started to catch on. Many of
them had seen spider webs.
Sierra was the first to come up
with the prediction: “Minerva is
going to turn Arachne into a spider.” The others immediately
agreed and were proven correct at
the end of the myth.
Predicting From
Characters’ Perspectives
Fables offer good opportunities
for predicting, especially from the
perspectives of different characters
(Shanahan & Shanahan, 1997).
Consider “The Boy Who Cried
Wolf.” In this fable, the shepherd
boy fooled his friends the first and
second time with his false alarms.
But by the third time, they were
10
WINTER 2003
Bibliography
of Toddler Books
Nancy P. Alexander
By the end of the fable, children preferred the personality of the tortoise over
the hare. But they were still predicting, quite logically, that speed would determine the winner of the race.
determined not to be fooled again.
When the kindergarteners were
asked, “What do you think happened the third time he cried
WOLF?” these were the children’s
responses:
“Nobody came.”
“They wouldn’t be dumb enough
to believe him again.”
“He was on his own.”
Fables of gratitude were especially effective with these kindergarteners. In both “The Lion and the
Mouse” and “Androcles and the
Lion,” one good turn deserves
another. The characters who received
favors were grateful to their benefactors. They repaid kindness with
kindness. The children identified
easily with these characters, and had
no difficulty predicting the outcomes of these fables.
Fables of
gratitude were
especially effective.
Predicting Based on Genre
Although the kindergarteners
accurately predicted what would
DIMENSIONS OF EARLY CHILDHOOD
happen in “The Boy Who Cried
Wolf,” “The Lion and the Mouse,”
and “Androcles and the Lion,” they
had trouble with “The Tortoise and
the Hare.”
When that fable was introduced,
children were shown the hare and
tortoise in the illustration. “This
animal is called a hare in this fable,”
it was explained, pointing at the rabbit. “What is another name for it?”
The kindergarteners chorused,
“Rabbit.”
“And how about this tortoise?”
the teacher went on, pointing at the
turtle in the illustration. “What do
you call...” Before the question
could be finished, the children
shouted, “Turtle.”
The illustration showed the tortoise and the hare at the starting line
for their famous race. “Rabbits run
fast,” Sierra volunteered as she studied the picture.
“Yes, Sierra,” said her teacher,
“You noticed that the tortoise and
the hare look like they are about to
have a race.”
“The hare will win,” Jamail predicted.
Sierra nodded. “I have a turtle.
He’s slow. The tortoise in this story
Asch, Frank. (1998). Barnyard
lullaby. New York: Simon & Schuster. For those who enjoy singing,
this is a great book to introduce to
toddlers. It may be a bit long for the
youngest listeners, but seasoned storytime participants will eagerly
await each new adaptation of the
bedtime lullaby that makes the
rounds of the farmyard and keeps
the farmer awake. Older toddlers
won't miss out on the humor of the
fact that the farmer's loud admonition for the animals to "BE
QUIET" wakes up his own baby.
Themes: animal sounds, babies, bedtime, farms, fathers, mothers,
music.
Bailey, D. (1994). Grandpa.
Photographs by Susan Huszar.
Toronto: Annick Press. Color photographs show a series of diverse
children who talk about why they
love their grandfathers: "My grandpa
and I have lots of interesting talks."
Whether in wheelchairs, on toboggans, or reading books, these grandfathers clearly adore their grandchildren. This warm look at extended
family relations, coupled with the
small size of this book, makes it best
for one-on-one sharing. Look for
other titles in this Talk-About Books
series. Themes: families, grandfathers, diversity, playing.
Baker, K. (1994). Big fat hen.
New York: Harcourt, Brace. Six
intricately colored hens, their eggs,
and chicks illustrate the Mother
Goose rhyme, "One, two, buckle
my shoe." At the end of the rhyme,
all six hens are presented, as are their
eggs and chicks. Toddlers enjoy both
the rhyme and the opportunity to
chant numbers. Themes: baby animals, counting, hens, rhyming text.
Bang, M. (2000). When Sophie
gets angry—really, really angry. New
York: Scholastic/Blue Sky. When
Sophie's sister grabs her stuffed animal, Gorilla, her mother tells her it's
her sister's turn now, and Sophie
gets really, really angry. Vivid, powerful illustrations show Sophie's
"red, red roar" and subsequent race
to her favorite tree, where "the wide
world comforts her." When she
returns home, her family is glad to
see her and "everything's back
together again." This is a reassuring
book for toddlers, and an excellent
springboard for a discussion of how
to handle anger. Themes: anger, families, sisters.
Blos, J. (1998). Bedtime! Illustrated by Stephen Lambert. New
York: Simon & Schuster. Not yet
ready to go to bed, a little boy watches as, one-by-one, his grandmother
tucks three of his toy animals into
bed and kisses them. After she reads
them all a story, the boy decides to
go to bed as well. Soft, luminescent
chalk pastel illustrations complement the gently lulling text. Themes:
bedtime, families, grandmothers,
reading, stuffed animal toys.
Bowie, C.W. (1998). Busy toes.
Illustrated by Fred Willingham.
Dallas: Whispering Coyote, 1998.
This splendid book shows toes of
diverse babies, toddlers, and children as they splash, squish, dance,
hide in sand, push toys, and more.
The rhythmic language—"Splashing toes...squishing toes...and don't
forget the fishing toes"(pp. 12-15)—
keeps the reader turning the pages.
The large, expressive illustrations in
soft, deep colors are perfect for storytime viewing. Themes: diversity,
play, toes.
Brown, T. (1995, reprint from
1984 edition). Someone special, just
DIMENSIONS OF EARLY CHILDHOOD
like you. Photographs by Fran
Ortiz. New York: Holt, Rinehart &
Winston. Black and white photographs introduce a number of
young diverse children with disabilities who are engaged in familiar
activities such as going down slides,
wheeling into school, eating lunch,
and napping. Short descriptive
phrases and the emphasis on how
children enjoy the same things make
this a good choice for toddlers.
Themes: physical disabilities, play,
school, special needs, diversity.
Buck, N. (1998). How a baby
grows. Illustrated by Pamela
Paparone. New York: HarperFestival/HarperCollins. "This is the way
a baby speaks:/Cries, wiggles, puffs
her cheeks./These are the things a
baby hears:/Songs, whispers, claps,
cheers" (pp. 8-10). Bright, uncluttered (if a little flat) illustrations
show babies from different ethnic
groups engaging in a variety of
activities such as crying, sleeping,
and drinking from a bottle. This is a
good choice to encourage "point
and talk" interaction between caregiver and child. Toddlers will feel
oh-so-knowledgeable when they
recognize the many objects strewn
about the double-page spreads—
bottles, pull toys, a shoe, a teapot
with cups, and a rocking chair.
Themes: babies, diversity, rhymes.
Cain, S. (1998). Look out for the
big bad fish. Illustrated by Tanya
Linch. Waukesha, WI: Little Tiger
Press. Toddlers who are tired of
hearing "Wait 'til you're older!" will
love this book about a tadpole's
frustration with his inability to
jump. Lamb, Rabbit, and Grasshopper all show Tadpole how they jump
and reassure him that he will be able
to when he's older. By the time he
meets up with the Big Bad Fish, tad-
WINTER 2003
31
• How are the elements of each
page or of facing pages arranged?
The parts should have balance
and direction so that the illustration has both unity and
focus. (Sutherland, 1997, pp.
116-117)
Subjects and Predicates
Rhymes and rhythms in books invite repetition and help further a child's
language skills.
and help further children's language
skills. A number of the books listed
here present language in a playful
manner and use repetition skillfully.
Many toddler books invite readers' interaction through a figure that
appears on each page or doublepage spread, such as the little mouse
in Mama Cat Has Three Kittens
(Fleming, 1998). This adds to a
book's allure for toddlers, who love
the hide-and-seek aspects of these
illustrations.
It is wise to always be aware of
the artwork in books selected for a
family child care or classroom collection. Popular thinking connects
bright, shiny colors with toddlers,
but the youngest children enjoy pastels as much as they do bright colors. Toddlers appreciate almost any
kind of artwork, and now is the time
to introduce them to a wide variety
of styles.
The overall quality of the art in
children's books should reflect high
standards. Noted children's litera30
WINTER 2003
ture expert Zena Sutherland outlines criteria by which picture book
illustrations can be evaluated. These
are some of the questions she suggests that one should examine.
• Do the pictures reflect the
mood of the story, or do they
conflict with it? Do the pictures
have any details that conflict
with a textual statement? Do
the illustrations extend the text
without distracting from it?
• How does the artist use color? If
the colors are bold and brilliant,
do they suit the text that they
accompany, or have they simply
been splashed about, as colors
often are in mass-market books,
on the premise that the brighter
the page, the more it will attract
children?
• Does the artist use line effectively? Does the line express
movement, or is it static?
• Is the artist successful in handling shapes? Do the shapes fill
the page, or do they clutter it?
• Does the artist give texture to
the illustrations?
DIMENSIONS OF EARLY CHILDHOOD
The format of a book is crucial
when choosing for toddlers. Younger
toddlers like sturdy board books and
fabric books that they can handle,
chew, and drag around. They also
love to interact with their books.
Touch and feel classics such as Pat
the Bunny (Kunhardt, 2001) are still
available, and many new titles have
recently appeared, such as Touch and
Feel Farm (Crawford, 1998). These
are often touted as infant books, but
toddlers still enjoy them.
Hardback and paperback books
work well with older toddlers or
those who are more experienced
with books. All toddlers enjoy the
flap books that have a surprise on
each page. Eric Hill's Spot books
(1987) and Lucy Cousin's Maisy
books (1998) are enduring favorites.
The main rule for book length
is–keep it short! A longer story that
might be very popular with preschoolers can easily lose a toddler's
attention.
There are many wonderful books
for 14- to 36-month-old children,
but finding recent titles specifically
geared to this age can be difficult.
Finding books that depict children
from a variety of ethnic and cultural
backgrounds is even more problematical. This selected list of currently
available books that are suitable for
toddlers emphasizes titles that
include diverse children. A list of
themes is given for each title in
order to make it easy to match these
books to curriculum themes or story
hour programs.
looks like my turtle.
couldn’t be true
There’s no way he
because of the talkcould win a race
ing animals. This
against a rabbit!”
kind of story is called
In reading this
a fable, and a fable is
famous fable aloud,
meant to teach a lesthe teacher changed
son. Remember ‘The
his voice to sound
Boy Who Cried
pompous and disWolf’?”
agreeable
when
And the group
Subjects & Predicates
reading the rabbit’s Even an incorrect prediction can produce a good teaching opportunity.
went on about fables
“It
couldn’t
happen
that
way,”
gave
just
the
opening
needed
for
the
lines to convey that
and lessons, just as
this hare was con- teacher to scaffold children’s learning.
their teacher had
ceited about his
talked earlier in the
toise over the hare. But they were
running speed, clearly a foolish
year about fairy tales and happilybraggart who was entirely too sure still predicting, quite logically, that ever-after endings. “You pick up
speed would determine the winner clues as you listen to a story. Some
of himself.
In contrast, the tortoise’s voice of the race. So the ending didn’t clues, like the golden-touch clue, tell
click. Sierra and Jamail were shaking you what kind of trouble a character
was soft and pleasant. Clearly, the
teacher was trying to move his lis- their heads and frowning at the will have. Other clues tell you
teners toward favoring the underdog story’s end.
whether the story is real-life or a
Even
an
incorrect
prediction,
in this race.
folktale or a fable. All the different
It didn’t work. Even after the hare however, can produce a good teach- kinds of clues help you predict what
ing opportunity. Sierra’s muttered
boasted that he would take a nap
will happen.”
and still win the race, the kinder- statement, “It couldn’t happen that
Sierra listened. She seemed to be
way,”
gave
just
the
opening
needed.
garteners kept expecting him to
thinking about what her teacher had
“It
couldn’t
happen
that
way
in
wake up and dash past the tortoise.
explained.
real life,” her teacher said. “But this
By the end of the fable, children
Finally she said, “Well, if I’d
is
not
a
real-life
story.
You
know
it
preferred the personality of the torknown all about fables, I’d have predicted the rabbit was in as much
trouble as King Midas.”
Selected Myths and Fables
• • •
Craft, C. (1999). King Midas and the Golden Touch. New York: Morrow
Myths and fables need not be
Junior Books.
reserved for older children. KinderD’Aulaire, I., & D’Aulaire, E. (1980). D’Aulaires’ Book of Greek Myths.
garteners and preschoolers who have
New York: Doubleday.
been read to abundantly enjoy hearHague, M. (1985). Aesop’s Fables. New York: Holt, Rinehart, & Winston.
ing tales from these classic genres,
McCaughrean, G. (1993). Greek Myths. New York: Macmillan.
long before they can independently
McCaughrean, G. (1997). The Silver Treasure: Myths And Legends. New
read them. Myths and fables, howYork: Simon & Schuster.
ever, do offer opportunities for
Mountain, L., Crawley, S., & Fry, E. (1991). Heritage Readers. New York:
learning as well as pleasure.
McGraw-Hill, Wright Group, & Jamestown.
Whether they are read aloud or told
Pinkney, J. (2000). Aesop’s Fables. New York: SeaStar Books.
aloud, they offer teachers a chance
Stevens, J. (1984). The Tortoise and the Hare. New York: Holiday House.
to promote the comprehension skill
Stewig, J.W. (1999). King Midas: A Golden Tale. New York: Holiday
of predicting outcomes.
House.
Young children can learn to preYolen, J. (1995). A Sip of Aesop. New York: Scholastic.
dict at higher levels, sometimes from
DIMENSIONS OF EARLY CHILDHOOD
WINTER 2003
11
different characters’ perspectives.
They can even start to learn to base
their predictions on the characteristics of genres (Leu & Kinzer, 1999).
Most important of all, they can
experience the kind of involvement
with a story that enabled Sierra to
announce, “King Midas is in trouble!” and to later build upon her
previous learning to predict the
hare’s fate.
Myths and fables have involved
Thank You,
Reviewers
SECA expresses its appreciation
to these people who reviewed
the articles that appeared in the
Fall and Winter issues:
Nancy P. Alexander
Michelle Lucia Brener
Carolyn Spence Cagle
Barbara Cozza
R. Eleanor Duff
Tamara Evans
Janet Foster
Marci Guddemi
Stacy Larson
Deborah McLean-Nelson
Rebecca McMahon Giles
Carolyn Mitchell
Beth Nason Quick
Dean Richey
Jean Shaw
Dolores Stegelin
Bobbie G.Warash
Laverne Warner
Janette Wetsel
12
WINTER 2003
and captivated listeners for centuries. Count on their appeal to help
children learn to predict what will
happen next, in fiction and real life.
References
Barrentine, S.J. (1996). Engaging with
reading through interactive read
alouds. The Reading Teacher, 50(1), 3643.
Leu, D.J., & Kinzer, C.K. (1999). Effective
literacy instruction. Columbus, OH:
Merrill, Prentice-Hall.
Morrow, L. (1993). Literacy development in
the early years. Boston: Allyn & Bacon.
Shanahan, T., & Shanahan, S. (1997).
Character perspective charting: Helping children to develop a more complete conception of story. The Reading
Teacher, 50(8), 682-688.
Stewig, J.W., & Buege, C. (1994). Dramatizing literature in whole language classrooms. New York: Teachers College
Press.
Sutherland, Z., & Arbuthnot, M.H.
(1984). Children and books. Glenview,
IL: Scott, Foresman.
Trelease, J. (2000). The new read-aloud
handbook. New York: Penguin.
“If I only had to deal
with children, this job
would be great!”
4th Annual Director's Seminar
March 13-15, 2003
Join your fellow directors for networking, problem solving, and
education.The 4th annual Director's Seminar will be held during the
2003 SECA conference and promises to give you a chance to talk to
those "kindred souls" about issues unique to Directors. Registration
for the Director's Seminar includes:
• Registration for the general conference, including all
events open to participants, access to the exhibit hall
and all general sessions
• One educational tour (the Charleston tour requires an
additional fee of $20)
• Session on Friday with Pam Schiller
• Presentations on personnel management and working
with parents
• A seminar manual, including publications
• Networking, networking, networking!
Contact the SECA office at (800) 305-7322 for a
complete agenda for the Director's Seminar.
DIMENSIONS OF EARLY CHILDHOOD
What do you look for when choosing recent, diverse picture books for
toddlers? These excellent choices are matched with related themes to
explore during toddler story times.
Choosing Good Books for Toddlers
Cheryl G. Jones
Early childhood educators know that reading good
books to toddlers is a crucial part of developing early literacy skills. Many family child care providers and group
caregivers have come up with a number of innovative
ways to integrate books into the curriculum (Knoth,
1998; Kupetz & Green, 1997).
Keeping up with
new titles for chilReading good books
dren ages 14 to 36
is a crucial part
months old can be a
of early literacy.
daunting task. Few
bibliographies have
been published for this age range (Corsaro, 1998;
Ahlvers et al., 1999). Because busy educators often do
not have time to keep abreast of the wonderful new
books available, this article contains a list of 34 recommended titles published between 1993 and 2001, many
of which include diverse children. First, some guidelines
to help choose titles for toddlers.
Guidelines for Choosing Books
Veteran presenters of toddler story times—in libraries
and infant/toddler programs—often keep more than a
dozen children and caregivers happily occupied with
books. Here are a few tried-and true guidelines when
choosing books that engage toddlers. The story should...
• be brief and straightforward
• contain few concepts, all of which are within the children's comprehension or are familiar
• be written in a direct and simple style
• have illustrations that complement the text and are
not in conflict with it (Sutherland, 1997, p. 64).
Book Topics That Appeal to Toddlers
When selecting stories, it is essential to focus on concepts that appeal to this age group. Toddlers like anything
that reflects their world experience. Books that show chil-
dren's food, clothes, homes, yards, parks, means of transportation (or any big thing that GOES), or neighborhoods are likely to be hits. Physical accomplishments
such as children who can run, hop, jump, dress, brush
their teeth, or comb their hair invite imitation. Books
that show children involved in the daily routine of getting up, eating breakfast, and playing also are appealing.
Toddlers enjoy learning about other beings in their
world. They adore babies! For boisterous groups of toddlers, keep a few books on hand that feature babies—
toddlers just can't resist getting a closer look at these
books, and will sit still for at least a short time to absorb
them. Family life also intrigues young children. Introduce books about all types of families as well as family
celebrations, such as birthday parties or Chanukah meals.
Animals of all kinds
are popular and help
Toddlers adore
introduce toddlers to
babies!
a variety of ecosystems. Even though
children may never
have seen a tiger, a book about one will hold their interest. Although industrialized countries are no longer
agrarian, most Western parents introduce farm animals
early. Barnyard books that encourage children to make
animal sounds are always popular.
Words, Illustrations, and Formats
That Invite Interaction
Along with familiar concepts, toddlers love the play of
words. Rhymes and rhythms in books invite repetition
Cheryl G. Jones, MLS, is Education Librarian and Assistant
Professor, Department of Library Science, Southwest Missouri State University, Meyer Library, Springfield. She is also
a traditional storyteller.
DIMENSIONS OF EARLY CHILDHOOD
WINTER 2003
29
Strategies to Support Children
Helium Balloons on the Ceiling
Nancy P. Alexander
Two floating heliumdren’s interest and took full
filled silvery Mylar® baladvantage of it.
loons, leftovers from a birthIn fact, projects generatday celebration earlier in the
ed by these balloons conday, fascinated children in
tinued for more than a
an early childhood classweek. Children made their
room. Resting lightly and
own books about balloons
motionless against the ceilusing a digital camera to
ing, they would dance, spin,
record the event, then
and bob as if by magic
dictated their stories into
whenever the air-conditiona recorder. A windy day
ing fan switched on. Their
outside stimulated the crebiscuit-like shapes made
ation and use of windsocks.
them even more responsive to
Oral language opportuniPhotograph courtesy of Nancy P. Alexander
the air currents than ordinary
ties developed from obserProjects generated by these balloons continued for more
balloons might have been.
vations of flags waving in
than a week. Children painted, made collages, and creAs the children observed
the breeze and stories of
ated flags, balloons, and other items related to their
the balloons’ movements, interest in moving air.
fans used at home. Chilthe teacher immediately recdren painted, made colognized the motivational value of this unexpected event.
lages, and created flags, balloons, and other items relatHer questioning helped children to understand why the
ed to their interest in moving air.
balloons were dancing. She helped children put their
Teachers can often pre-stage motivating events. But
thoughts into words with open-ended inquiries. The
how many unanticipated opportunities for wonderful disteacher further built upon the chance occurrence by postcoveries occur weekly in daily life with children? A wellponing her carefully planned art and science projects. organized classroom, a flexible schedule, and a ready
Instead, she substituted a pinwheel-making activity and
resource of learning opportunities help teachers respond
other related experiments with moving air. The seed
to and expand upon children’s curiosity. With sufficient
planting and crayon relief listed in her plan book could experience, teachers can and should make the most of the
wait until tomorrow—the children’s interests this day
teachable moments—planned and spontaneous!
Note: Permission is granted to reproduce this article to distribute
were on something else and she wanted to take full advanto parents or to use for staff developed provided credit is given to
tage of that interest.
SECA and Nancy P. Alexander.
A carefully planned day is crucial to a successful early
childhood program, but so is spontaneity and responding
to children’s interests. Because of her years of integrated
Nancy P. Alexander is Executive Director of Northwestern
curriculum planning that relied on a vast mental resource
State University Child and Family Network, in Shreveport,
of activities, this teacher was able to respond to the unexLouisiana. She is the author of Early Childhood Workshops That
pected event. She could adapt spontaneously and incorWork: The Essential Guide to Successful Training and Workshops
porate it successfully into the day’s learning experiences.
published by Gryphon House and is a frequent contributor of
articles and photographs to early childhood publications.
Because she was a careful observer, she noticed the chilShare your Strategies to Support Children with state and local leaders!
Submit practical articles, or requests for topics to be addressed in this column, to SECA.
28
WINTER 2003
DIMENSIONS OF EARLY CHILDHOOD
When did you last rethink your teaching practices? This Montessori
kindergarten teacher describes how the Reggio Emilia approach
influenced his classroom.
Hundred Language Zoo
Josh Thompson
Many books and stories, articles, and new ideas come
ic conjunction of forces and elements interacting toward
across a teacher's desk each year. Sometimes, an idea a common purpose" (Edwards et al., 1998, p. 68).
catches the eye, looks interesting and promising. More
This dependence upon relationships at a political
often, it gets filed away for future reference. Once in a
level inspired the success, through relationships, of each
while a new idea comes along just
successive layer of the program:
when a teacher and class are ready.
child with parent, parent with
Once in a while a new idea
Teachers seize the moment, impleteachers, teachers with child,
comes along just when a
ment the new strategy and, voila!
child with child, teachers with
teacher and class are ready.
extraordinary learning takes place.
teachers, and parents with parThat's just how it happened when
ents. "As a result, children disone Montessori kindergarten explored the Dallas Zoo cover how communication enhances the autonomy of
with a hundred languages, the Reggio Emilia way.
the individual and the peer group," concluded
The Hundred Languages of Children: The Reggio Emil- Malaguzzi (Edwards et al., 1998, p. 69).
ia Approach to Early Childhood Education (Edwards,
So how do these diverse elements communicate with
Gandini, & Forman, 1998) was picked up on a bookeach other? There is a way, in a top-down organizationtable at an early childhood education conference. The al structure, for the form to dictate the communication,
book was attractive because of the overt emphasis on
creating a linearity that may be efficient, though wholly
community, team teaching, and collaboration, all in an ineffective. In contrast, the Reggio Emilia community
effort to serve the child. This resonated with the author's promotes multiple forms of communication. This crepreferred type of classroom, where multiple adults par- ates a multiplicity of means to say the same thing, or, in
ticipate in the active life of a large, diverse classroom, some cases, the discovery that there is, in fact, one and
couched within a supportive school. Community only one way to express something; hence the hundred
involvement is central and core to the Reggio Emilia languages (see the poem by Loris Malaguzzi).
approach, but there was much, much more.
The process of discovery becomes the communal
property of the individual and the group. Like the formation of synapses in the developing brain, this road of
What Is Reggio Emilia?
discovery and communication may be used again.
Reggio Emilia is a city of 130,000 people in northern
The value placed on communication is clearly highItaly. For more than half a century, beginning within days
lighted
in the relationship between the school and the
after the end of World War II, this community has united behind its schools to communally care for young chil- home. Parents are primary educators of young children,
dren in a system of high-quality early childhood learning and the Reggio community builds upon this primacy by
environments. The founder and visionary of this promoting communication between parents and every
approach, Loris Malaguzzi, attributed the success of this element of the school.
approach to the commitment of the community infrastructure: "Relationship is the primary connecting
dimension of our system, however, understood not merely as a warm, protective envelope, but rather as a dynam-
Josh Thompson, Ph.D., is Lecturer, Early Childhood Education, University of Texas at Arlington. He holds an Elementary Montessori Certificate, American Montessori Society, and was the teacher of this kindergarten class.
DIMENSIONS OF EARLY CHILDHOOD
WINTER 2003
13
No way.
The hundred IS there.
by Loris Malaguzzi
The child is made of one hundred.
The child has a hundred languages
A hundred hands
A hundred thoughts
A hundred ways of thinking
Of playing, of speaking.
A hundred always a hundred
Ways of listening
Of marveling, of loving
A hundred joys
For singing and understanding
A hundred worlds to discover
A hundred worlds to invent
A hundred worlds to dream.
The child has a hundred languages
(and a hundred hundred hundred
more)
but they steal ninety-nine.
The school and the culture
Separate the head from the body.
They tell the child:
To think without hands
To do without head
To listen and not to speak
To understand without joy
To love and to marvel
Only at Easter and Christmas.
They tell the child:
To discover the world already
there
And of the hundred
They steal the ninety-nine.
They tell the child:
That work and play
Reality and fantasy
Science and imagination
Sky and earth
Reason and dream
Are things that do not belong
together.
And thus they tell the child
That the hundred is not there.
The child says:
No way. The hundred IS there.
Within the school, the communication grid again reflects multiple
avenues rather than a hierarchical
structure. Reggio classrooms are run
by teams of teachers, two teachers in
every classroom. They are co-equal
partners in running the classroom
and are equally responsible for its
operation, inside and out, including
conversations with parents. The
teachers run the school, in collaboration with other teams of teachers,
parents, and the municipal board.
Two specially trained resource
people assist the teachers and the
children, the pedagogista and the atelierista. Somewhat like a mentor
teacher, the pedagogista circulates
between classrooms, and through
different schools. This resource person confers with teachers, models
inquiry and reflection, and focuses
documentation of the children's
work. The pedagogista serves as a
resource for teachers in much the
same way that the teachers are to
serve as a resource to the children.
An atelierista manages the atelier.
The U.S. concept of an art teacher
falls far short in describing the atelierista, who is trained in many artistic media. This person is also prepared to cultivate children's use of
symbolic languages (New, 1993).
The atelierista promotes a multiplicity of means of expression to faciliSix attributes of
Reggio Emilia schools
(adapted from Gandini, 1993, pp.
161-178, in Edwards et al., 1998)
• Amiable
Note. From The Hundred Languages
of Children: The Reggio Emilia
Approach to Early Childhood Education (pp. 2-3), by L. Malaguzzi,
translated by Lella Gandini, 1990,
Greenwich, CT: Ablex. Copyright 1990
by Ablex. Reprinted with permission.
14
WINTER 2003
• Active
• Inventive
• Livable
• Documentable
• Communicative
DIMENSIONS OF EARLY CHILDHOOD
tate the children's exploration of a
topic or project. The atelier is a
resource room within each school,
facilitating the multiple media the
children need to explore their
expressions.
Montessori and Reggio
Meet in Kindergarten
These multiple forms of communication became the vehicle for a
Montessori kindergarten, deep in
the heart of Texas, to integrate Reggio Emilia concepts. For a long
time, this classroom had unwittingly incorporated some Reggio principles. Its teaching team works closely
together, each adult caring about
each child, while maintaining clearly defined areas of expertise. Clear
lines of responsibility are drawn and
redrawn, based on constant communication about observations of
children and their work.
Parents were already integral to
the classroom, because they are of
primary importance to the children.
Teachers invite parents to work in
the classroom, to read with children,
assist in snack preparation, and to
interact with their own children and
their children's friends. Children are
trusted to be responsible for their
own learning experience. Teachers
intervene only to prevent harm or
assist children in evaluating their
mastery of skills required to pursue
their line of inquiry.
How the Zoo Trip Emerged
Planning for a field trip to the
Dallas Zoo began during a language
experience session. The 5- and 6year-old kindergartners gathered
around the easel with large poster
paper and markers. The main objective of this group time was simply to
snails help the environment? Where
can we learn more?" Pick up on children's interests, and direct the questions accordingly.
It is also important to encourage
children to ask questions. Support
them as they seek answers through
observation, experimentation (when
appropriate), and by research, such
as interviewing "experts" and
searching through resource materials. Suggest that they record their
findings in drawings, photographs,
recordings, and/or dictations for
adults to write.
Capitalize on
children's interests.
Let the Curriculum Emerge
Teachers always have a wealth of
topics from which to choose for let's
find out centers. Many schools have
prescribed curriculum themes that
President’s Message
(continued from page 2)
group could track the success rate of
the children as well as the retention
rate of teachers in the area. Everyone
from across the nation would want
to see these programs and the results
of their data. This community
would become a model for the country! Wow, I hope someone takes that
challenge and runs with it!
Early childhood education is
being talked about more now than
ever. We must push for major
initiatives such as W.A.G.E. and
T.E.A.C.H. along with funding
from federal, state, and local government while the focus is still on our
lead to extraordinary discovery centers. Others rely on teacher choices.
However the curriculum is structured, a much richer learning environment will emerge when teachers
capitalize on children's interests.
Listen to what they talk about.
Observe what they find on the playground. See what themes are common in their pretend play. Stay
aware of community events, seasonal changes, holidays, and news
reports. Table 1 lists a few topics and
materials that are absorbing for
most young children.
All in all, discovery centers
accomplish two goals:
• They initiate curiosity within
children to learn more about
scientific and social concepts
and
• they extend knowledge at a level
children are able to comprehend.
Discovery areas in classrooms
enhance children's awareness and
inquiry. These skills eventually lead
children to transfer and apply their
industry. Attracting good people to
work in our programs and improving the wages and benefits of our
teachers is very important, but I feel
the issue of getting all early childhood teachers credentialed is critical. What a difference we would see
in the test scores of third graders if
every child had access to high-quality early childhood education.
Please know as SECA President I
will continue to fight for worthy
wages and benefits for early childhood teachers, but my passion is for
every individual working with children to have an educational credential and the knowledge that he or
she is a professional worthy of
respect and admiration.
DIMENSIONS OF EARLY CHILDHOOD
knowledge. Teaching strategies such
as let's find out centers assure experiential learning as children develop
and expand their knowledge and
concepts. Best of all, children and
adults find pleasure in them.
References
Bredekamp, S., & Copple, C. (1997).
Developmentally appropriate practice in
early childhood programs serving children
from birth through age 8. Washington,
DC: National Association for the Education of Young Children.
Charlesworth, R., & Lind, K. (1999).
Math and science for young children.
Albany, NY: Delmar.
Copley, J. (2000). The young child and
mathematics. Washington, DC: National Association for the Education of
Young Children.
Hendrick, J. (2003). Total learning, developmental curriculum for the young child
(6th ed.). Columbus: Merrill/PrenticeHall.
Katz, L., & Chard, S. (2000). Engaging
children's minds: The Project Approach.
Norwood, NJ: Ablex.
Piaget, J. (1978). Success and understanding. Cambridge, MA: Harvard University Press.
Photographers Needed
SECA is currently looking for creative
photographers to submit high-quality,
multicultural prints of young children
at play. Selected photos may be published in SECA’s journal, Dimensions of
Early Childhood, for which photographers will be paid.
For more information on this as well
as our photo guidelines, please contact
SECA directly at (501) 221-1648 or
(800) 305-7322. Photos may be sent to
SECA at the following address:
Southern Early Childhood Association
8500 W. Markham, Ste. 105
Little Rock, AR 72205
Office: (501) 221-1648
Fax: (501) 227-5297
Toll Free: (800) 305-7322
info@southernearlychildhood.org
WINTER 2003
27
Table 1. Topics that often appeal to young children.
Topics
Materials to Explore
Related Children's Books
Plants and
Flowers
Potted plants; watering cans; child-size gardening tools;
seed catalogues; seed packets (safe seeds); plastic
and real plants, flowers, fruits, and vegetables; florist's
clay; plastic vases and containers; sterilized potting soil
Flower Garden (Bunting, 1994)
Growing Vegetable Soup (Ehlert, 1987)
Red Leaf, Yellow Leaf (Ehlert, 1991)
Ponds
Pond water; microscope and slides; tadpoles; turtles;
algae; water lilies; magnifying glasses; replicas of pond
life
I Wonder Why Crocodiles Float Like Logs?
(Donati, 1999)
Life in a Pond (Fowler, 1996)
In the Rain With Baby Duck (Hest, 1999)
Stuffed mammals; ViewMaster® and slides; mammal
puppets; mammal bones; wildlife pictures available from
state parks and wildlife agencies; posters; zoo photos;
pictures of children with their pets; classroom pets
Mammals (Burnie, 1993)
Animals Animals (Carle, 1989)
Swimming Mammals (Harris, 1977)
Pajamas and nightgowns; house slippers; pillows;
blankets; sleeping bag; lullaby recordings and player;
posters with night scenes; pictures of nocturnal animals;
flashlights; stuffed animals; nightlight; stars hanging from
the ceiling
Time for Bed (Fox, 1993)
Just Me in the Tub (Mayer, 1994)
Where's My Dreidel? (Schwartz, 1999)
10 Minutes Till Bedtime (Rathman, 1998)
Telescope; binoculars; kites; toy airplanes and space
ships; sky puzzles; umbrella; pictures of comets, meteors,
lightning, eclipses, galaxies; parachute; moon phase
photos; photos of constellations; pictures of sunrises
and sunsets; gold and silver star stickers; large stars
hanging from ceiling
Little Cloud (Carle, 1996)
The Rainbow Goblins (DeRico, 2001)
The Moon in My Room (Wallen, 2002)
Sun, Stars, and Planets (Stacy, 1994)
Transportation toys; safe recycled parts of a bus or truck
(steering wheel, hubcap, nuts and bolts); license plates
from various states; keys; maps; traffic light replica;
outdated driver's license; seats out of a truck or bus;
photographs of buses and trucks
Wheels! (Cobb, 1996)
The Flying School Bus (Reit, 1990)
School Bus Driver (Ready, 1998)
Ant farm; butterfly kit; insect puzzles; plastic insects;
crickets in a plastic tub with a wire mesh cover;
magnifying glasses; spider web; specimens
It's a Good Thing There Are Insects
(Fowler, 1990)
The Very Quiet Cricket (Carle, 1990)
A Picture Book of Insects (Mattern, 1991)
Mammals
Nighttime
The Sky
Buses
and Trucks
Insects
Reptiles
Skins of reptiles, if available; turtle in an aquarium;
lizard in an appropriate cage; pictures of reptiles;
plastic reptile toys; picture cards to classify
Snakes, Salamanders, and Lizards
(Burns, 1995)
Reptiles (McCarthy, 1991)
Wonderful World of Animals: Reptiles
(MacLeod, 1996)
Sounds
and Music
Recordings and player; sound jars; pictures of musical
groups; felt musical staff with various musical symbols to
place on it; rhythm instruments; tone bells or xylophone;
keyboard; drums
The Little Band (Sage, 1991)
The Old Man and the Fiddle
(McCurdy, 1992)
Musical Max (Kraus, 1990)
The Bakery
Cookbooks; recipe books and cards; chef's hat; aprons,
oven mittens; pot holders; dish towels and dish cloths;
wooden spoon; spatula, egg beater; wire whisk; rolling pin;
sifter; measuring cups and spoons; smell jars; pots; pans;
timer; flour and other ingredients, as needed
The Cookie Store Cat (Rylant, 1999)
Ruth's Bake Shop (Spohn, 1990)
Sophie's Role (Heath, 1992)
26
WINTER 2003
DIMENSIONS OF EARLY CHILDHOOD
involve children in deciding what to
do for a parents' night program. The
brainstorming generated so many
projects and topics of interest that
the teachers followed a number of
them in the ensuing months,
including the trip to the zoo.
The children's list of ideas (Table
1) was developed into a web (Figure
1) to cluster similar concepts and
link related ideas. The process of
webbing was done by the class,
using sticky notes that could be
attached to one group of ideas and
then reattached easily to a different
topic. After much sifting and sorting of ideas, five topics evolved, general themes of similar concepts and
ideas: dramatic play, field trips,
books, class activities, and class
research. These topics were not
preestablished, but evolved out of
the logical groupings of similar
Table 1. List of project ideas
generated by 5- and 6-yearold Texans
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Valentine play
about working together
make hearts
Christmas
singing play
birthday
Chicka Chicka, Boom Boom
(Martin & Archambault,
1991)
Tikki Tikki Tembo (Mosel,
1968)
Rock in (sic) roll
Chines (sic) restaurant
Hickory, dickory, dock
circus
zoo
Critter courtyard
Biblical Arts Museum
Train Museum
Camping
Hurst: Kid's Museum
Discovery Zone
bunny rabbits
Cici's Pizza
concepts and ideas. The logic was
left up to the children. They had to
defend and explain their notions of
logic, why they choose to put certain things together.
Suddenly, the children realized
that, among all the interesting
things discussed, they had generated
more ideas for field trips than anything else. This became the new
center, and the other topics were
placed in proper perspective around
the field trips (Figure 2).
Figure 1. A web clustering similar concepts and linking related
ideas, created by kindergarten children.
Dramatic Play
Valentine play
Christmas
singing play
birthday
Hickory, dickory, dock
Books
Chicka Chicka Boom Boom
Tikki Tikki Tembo
Field Trips
Chines (sic) restaurant
circus
zoo
Critter Courtyard
Biblical Arts museum
Train Museum
camping
Kid’s Museum
Houston
Hurst
Discovery Zone
Cici’s Pizza
Class Research
Rock in (sic) roll
bunny rabbits
Class Activities
working together
make hearts
Figure 2. Focused web, recentered around field trips.
Dramatic Play
Valentine play
Christmas
singing play
birthday
Hickory, dickory,
dock
Class Activities
working together
make hearts
Field Trips
Chines (sic) restaurant
circus
zoo
Critter Courtyard
Biblical Arts museum
Train Museum
camping
Kid’s Museum
Houston
Hurst
Discovery Zone
Cici’s Pizza
DIMENSIONS OF EARLY CHILDHOOD
Books
Chicka Chicka
Boom Boom
Tikki Tikki Tembo
Class Research
Rock in (sic) roll
bunny rabbits
WINTER 2003
15
Finally, among all the interesting
field trips, the zoo trip seemed interesting to most children, both in and
of itself, and for all the potential
activities that could be generated in
the revolving topics: dramatic play,
books, class activities, and class
research (Figure 3). These ideas were
generated from many seasons of
inquiry and research with this
Montessori classroom. Many of the
children had been in the same classroom, with the same adults, since
they were 3 years old. They were
accustomed to owning their own
learning and creating an emerging
curriculum.
The class chose to search for
information about zoos in general
on the Internet, using Yahooligans
(this child-friendly search engine is
available online at www.yahooligans.com). The Dallas Zoo Web
site (www.dallas-zoo.org) intrigued
everyone with maps, facts about the
animals, schedules, and links to
other interesting Web sites. The trip
was scheduled and children began
individual research about animals
and zoos.
Children owned their
learning and created an
emerging curriculum.
The links to other Web sites produced a collection of animal stories
and graphics that were printed and
collected in a class book. Many of
the photos were printed as line
drawings. Most were printed in full
color, which the children cut and
pasted into their hand-written stories. Other sources of photographs
included magazines and old books.
A few original drawings were volunteered during this early preparation
16
WINTER 2003
Figure 3: Focused web, recentered around one field trip.
Dramatic Play
animal movements
animal noises
relationships
within species
predators
habits
natural
captive, zoo
Class Activities
make books
parts of animals
moms and
babies
draw maps of zoos
find natural habitats
on world maps
Field Trip
to the
Dallas Zoo
stage, but nothing like the explosion
of original art work that came later,
after the zoo trip.
At the Zoo
The trip to the Dallas Zoo happened like so many other field trips
with 5- and 6-year-olds. Subdividing the 25 children among the
adults (two teachers and five parents) provided for low maintenance,
quick roll calls, and plenty of cooperative learning as the adults asked
prompt questions and led smallgroup discussions.
The parents were familiar with the
children's preparations, having been
involved as classroom volunteers and
as readily-available resources for the
children's inquiry at home. The children carried maps of the zoo, and
scheduled their trip around their
interests: large animals, carnivores,
the children's petting zoo, and then,
finally, the monorail over the Wilds
of Africa exhibit.
The children were interested in
looking at the animals for physical
similarities to the photos and drawDIMENSIONS OF EARLY CHILDHOOD
Books
1, 2, 3, To the Zoo
(Carle, 1996)
Color Zoo (Ehlert,
1997)
Put Me In The Zoo
(Lopshire, 1960)
Zoo (Gibbons,
1991)
Class Research
use our new computers
ask librarian
watch videos
watch our class
pets
ings they had made. They also were
looking for animals from different
places. A few children had prepared
a list of continents, and wanted to
see if they could find at least one
animal from each continent. A different group of children were interested in animal families: they counted how many mothers with babies
they found, and noted the youngest
animals there.
After the Zoo
The debriefing after the field trip
started as usual with language-experience group activities around the
easel. That's when the hundred languages emerged. We were discussing
and recording the variety of tools
available to express our experience
when the children began talking
faster than the scribe could write.
They recorded a long list of activities that they could do with materials on hand. They wanted to paint,
draw, make labels, create puzzles,
construct cages with blocks, design
maps, create charades, and make an
animal-sounds tape. The classroom
bilities. The timely addition of new
materials when interest appears to
be waning may spark more curiosity or move children to a higher level
of understanding.
Ask Children to
Contribute Items
Encouraging children to bring
intriguing materials to share in the
discovery center fosters enthusiasm
for the topic. This strategy naturally
invites parents to join in the investigation. When children bring in
objects of interest to them, teachers
have a better sense about how to
plan for upcoming topics. An
adult's introduction of dinosaurs is
greatly enhanced when children
bring in model dinosaurs, request
books about them, wear dinosaur
clothing, or dig for dinosaurs in the
sand—all clear messages that the
time is right for dinosaur study.
Be sure to talk with children and
families about the possibility that
items brought to school may be lost
or misplaced. Children's contribu-
Encourage
children to ask
questions.
tions to the discovery area should be
marked with their names if the
items need to be returned. Expensive or fragile objects should be
examined and discussed only with
attentive adult supervision, then
promptly returned to their owners.
Encourage Questions
Discovery centers inChildren's Books
crease children's awareBlanchard, A. (1995). The dump truck. Cambridge, MA: Candlewick.
ness about new materials
Bunting, E. (1994). Flower garden. San Diego: Harcourt Brace.
and concepts. Their
Burnie, D. (1993). Mammals. New York: Dorling Kindersley.
understanding is further
Burns, D. (1995). Snakes, salamanders, and lizards. Milwaukee: Gareth Stevens.
enhanced when teachers
Carle, E. (1989). Animals animals. New York: Philomel.
ask them about what
Carle, E. (1990). The very quiet cricket. New York: Philomel.
Carle, E. (1996). Little cloud. New York: Penguin Bantam.
they are observing or
Cobb, A. (1996). Wheels! New York: Random House.
experiencing (Katz &
De Rico, U. (2001). The rainbow goblins. New York: Thames & Hudson.
Chard, 2000), because
Donati, A. (1999). I wonder why crocodiles float like logs? New York: Graymount.
questions advance chilEhlert, L. (1987). Growing vegetable soup. New York: Scholastic.
dren's ability to discover,
Ehlert, L. (1988). Red leaf, yellow leaf. San Diego: Voyager.
Fowler, A. (1990). It's a good thing there are insects. Edinburgh: Children's Press.
organize, and internalize
Fowler, A. (1996). Life in a pond. Edinburgh: Children's Press.
information.
Fox, M. (1993). Time for bed. New York: Harcourt
Marcus, mentioned at
Harris, S. (1977). Swimming mammals. New York: Franklin Watts.
the
beginning of this
Heath, A. (1992). Sophie's role. New York: Four Winds Press.
article, had no experiHest, A. (1999). In the rain with Baby Duck. Cambridge, MA: Candlewick.
Kraus, R. (1990). Musical Max. New York: Simon & Schuster.
ence with or knowledge
MacLeod, B. (1996). Wonderful world of animals: Reptiles. Milwaukee: Gareth Stevens.
about snails. Among the
Mattern, J. (1991). A picture book of insects. Temphis, TN: Troll.
questions a teacher might
Mayer, G. (1994). Just me in the tub. Racine, WI: Western.
ask him and others who
McCarthy, C. (1991). Reptiles. New York: Knopf.
join in this conversation
McCurdy, M. (1992). The old man and the fiddle. New York: Putnam.
Mitchell, M., & Ransome, J. (1993). Uncle Jed's barbershop. New York: Simon & Schusmight be: "What do you
ter.
think is inside the shell?
Pilkey, D. (1996). The paperboy. New York: Orchard Books.
How would you describe
Prelutsky, J. (1984). New kid on the block. New York: Greenwillow.
its shape? How does the
Rathman, P. (1998). 10 minutes till bedtime. New York: Putnam's.
snail shell feel? How do
Ready, D. (1998). School bus driver. New York: Capstone.
Reit, S. (1990). The flying school bus. New York: Golden Books.
you think snails move?
Rylant, C. (1999). The cookie store cat. New York: Blue Sky Press.
What do they do all day?
Sage, J. (1991). The little band. New York: Macmillan.
Why are snails imporSchwartz, B. (1999). Where's my dreidel? New York: Littlesimon.
tant? How can we find
Spohn, K. (1990). Ruth's bake shop. New York: Orchard Books.
out where they live?
Stacy, T. (1994). Sun, stars, and planets. New York: Harper Collins.
Wallen, I. (2002). The moon in my room. Westlake Village, CA: Bent Willow.
When can we most easily
Yorinks, A. (1986). Hey, Al. New York: Scholastic.
find snails? How do
DIMENSIONS OF EARLY CHILDHOOD
WINTER 2003
25
Frequent walks, children's art,
simple graphs prepared by the class,
photographs contributed by families, or a mural of magazine cutouts
of homes and businesses can also
help children demonstrate their
growing understanding of the
neighborhood.
Find books
related to children's
explorations
Display Children's Books
One critical element that supports the educational value of a discovery area is the availability of literature designed to provide additional
knowledge for curious children.
Find books related to children's
explorations at the library to assure
that content expands beyond a surface level of discussion. Books such
as Uncle Jed's Barbershop (Mitchell
& Ransome, 1993), New Kid on
the Block (Prelutsky, 1984) or The
Paperboy (Pilkey, 1996) extend the
neighborhood theme, for example.
Nature magazines often contain
close-up photographs of plants, animals, and insects coupled with stories appropriate for the age level.
Ranger Rick and Your Big Backyard
are popular in early childhood classrooms. Children's encyclopedias,
Web sites, newspaper clippings, and
museum brochures are some of the
other options for broadening children's horizons.
Appeal to Children's Senses
High-quality discovery centers
are designed with the five senses in
mind, to ensure investigation and
discovery leading to sensory learning (Piaget, 1978). Children should
24
WINTER 2003
be able to touch, smell, taste (when
safe), listen, and observe an array of
items. Supervision for these handson experiences is, of course, essential
to keep children safe and focused on
their findings.
Listening to seashells, for example, heightens children's interest in
related objects and activities. Soon
children are pouring sand from pail
to pail as if they were at the beach.
Smell jars, sound jars, or materials
that change over time (a scientific
demonstration showing erosion, for
instance) appeal to children's natural curiosity. Providing ocean water
for children to smell and seafood for
children to taste extends their learning about oceans.
As children become increasingly
aware of the possibilities with any
topic, they begin to ask more, and
ever-deeper, questions. They become
able to research answers for themselves, such as interviewing others.
How to Make Sound and
Smell Jars
Sound Jars
Fill pairs of recycled film canisters
(small ones are fine) with equal
portions of sand, pebbles, pennies, metal nuts, anything that,
when shaken, will produce sound.
Replace the caps, glue them on,
air dry, and challenge children to
find the two sounds which match.
Smell Jars
Place cotton balls dipped in
cologne, rubbing alcohol, prepared coffee, or other odors into
film canisters. Or cover cinnamon
sticks, teaspoons of nutmeg, ginger, rosemary, and other herbs or
spices with cotton balls or fabric
to hide their identity. Children
name the scents, or match the
odors if provided pairs of jars.
Replacing lids is not essential
with smell jars.
DIMENSIONS OF EARLY CHILDHOOD
From these discussions, teachers and
children generate ideas for future
projects and investigations (Katz &
Chard, 2000).
Photos courtesy of the author
A few original drawings were volunteered during the early preparation stage, but nothing like the
explosion of original art work that
came later, after the zoo trip.
Engage and Challenge Children
Discovery centers are dynamic.
They support children's broadening
understandings about their world.
Objects placed out for children's
explorations are intended to generate new concepts and questions.
Journals, notepads, or logs, along
with markers, invite children to
record what they observe. Graphs
and child-made charts can show
changes in a plant or in the growth
of a caterpillar. When children
observe and record what they are
learning, they are better able to consolidate their knowledge.
When construction materials are
available, children can build miniature bridges, machines, or other
replicas that represent what they
know and are learning. Hands-on
experiences are essential for preschoolers because of the personal
nature of early learning (Bredekamp
& Copple, 1997; Katz & Chard,
2000). Puzzles and games are suitable in these centers as well, because
they challenge learners. Games or
sets of picture cards to classify can
extend children's knowledge.
Ask children what
they are observing
and experiencing.
Often, just asking children to
talk about what they are observing
and experiencing helps them better
conceptualize facts and processes.
Hendrick (2003) refers to this strategy as an excellent avenue for
stretching the learner's mental capaDIMENSIONS OF EARLY CHILDHOOD
WINTER 2003
17
art shelf, like other elements in a
way it was made, and the viewer
Montessori classroom, contains must walk all the way around it.
highly organized sets of self-help
The layout of the map invited
materials. Crayons, markers, chalk, interested children to expand cerpaper, and cloth are, likewise, ample tain areas. Flamingos were particuand accessible.
larly interesting to one girl, perhaps
Through scaffoldbecause they were
Children built on
ing, children were
pink, but more
their knowledge with
challenged to build
likely because she
new applications.
on their knowledge
found great delight
of these materials
in replicating their
with new applicaform: two ovals,
tions related to their interest in the
one roughly twice as large as the
zoo trip. They had been using the
first, with numerous straight lines,
music area with much creativity for the neck, the legs (some bent,
lately, so they were invited to com- others straight), and the beak. The
pose songs about the trip, or about
multiplication of similar forms, each
individual animals. The class lis- one distinct, prompted others to
tened to audiotapes of Prokofiev's begin naming each flamingo:
"Peter and the Wolf" and SaintDomingo, Pongo, Ringo, and Pinky
Saens' "Carnival of the Animals." were some.
They responded with a tonal symOther students recognized that
phony of animal noises, made from the interest in flamingos may have
rhythm instruments, the piano, and been prompted by the large number
the bells.
of birds in the flamingo exhibit.
Adults invented a number of ani- "How many were there?"
mal riddles, with the clue on one
"Oh, about a hundred."
side of sentence strips and the
"Naw, there were 25 kids, and we
answer on the back, such as "What
were more than they were."
is big, has floppy ears, and stomps?"
"Let's go back to the zoo and
"An elephant." The children then count them."
created many more riddles, some
"No, let's call the zoo and they
more logical than others. "What
can tell us." When they called the
goes underwater and comes up for
zoo and asked, there were 53
air?" "A hippo." "Which animal flamingos on display that day.
sleeps with its shoes on?" "A horse,
Some children found drawing to
of course."
be too confining and restrictive a
The map-making began with a medium to express the qualities of
large scroll of paper (3 feet by 12 animal bodies, not to mention the
feet) laid out on the floor. The five
sense of character and personality
children around the paper began that they wished to explore. Paper
discussing their versions of a map, collage was an obvious first step,
and then began drawing, from their having studied Eric Carle's collage.
own perspective. Therefore, the map The children found that they could
has multiple starting points, with no prepare paper with a variety of
single bottom or top. The children media, paints, crayons, pencils, and
agreed that the final product must then use the prepared paper to cut
be viewed placed on the floor, the
and paste together any number of
18
WINTER 2003
DIMENSIONS OF EARLY CHILDHOOD
body parts to represent what they
thought and felt about each animal.
Through dramatic play, the children explored the movement of animals, and found ample material,
both written and visual, to supplement their activities. One student
began a study of animal feet, or lack
thereof. His drawings and clay models became a part of the movement
and dance activities, "because they
have feet like us, or at least they know
how to get around without them."
Having planned the trip,
researched about animals and zoos,
gone to the Dallas Zoo, and subsequently explored multiple ways to
express their interests, the children
were now ready to document, to
produce a culminating display of
their whole zoo experience. They
decided that a monorail play would
best portray their experience,
because it would be just like the
monorail they rode at the zoo, and
the viewer could come back at different times and different things
would be on display.
Through this encounter with a
project and the children's active
inquiry, the hundred languages
exploded throughout the classroom.
There is no convincing this class
that there is any other way to learn,
or to "do school."
Understanding What
Happens With Reggio
To better understand what was
happening in the classroom, and
how to participate in and contribute to its future growth, teachers sought more information about
the Reggio Emilia approach. The
ERIC Clearinghouse on Elementary and Early Childhood Education (http://ericeece.org/), spon-
One group of 4-year-olds brought
in hundreds of acorns from their
playground during the fall season.
These were used to count, form sets,
classify, and discover the place-value
system. Explorations such as these are
a backdrop for mathematics learning
as recommended by the National
Council of Teachers of Mathematics
(NCTM) and described in The Young
Child and Mathematics, a joint publication by NCTM and the National
Association for the Education of
Young Children (NAEYC) (Copley,
2000). The acorns also led children
to make artistic creations and discuss
the life cycle of plants.
Discovery centers provide opportunities for children to explore and
investigate natural and cultural phenomena, both familiar and new.
During Fire Prevention Week, for
example, offering firefighters' hats,
vests, boots, and other fire-resistant
clothing calls attention to the theme
and promotes dramatic play.
Carpet samples, corrugated cardboard, ceiling and floor tiles, bricks,
and tree bark increase children's
curiosity about textures in their natural environments. Children's know-
ledge of social environments
improves, too, as discussions begin
about where each of these items is
found. Developing lists of other textured items found in their homes or
in their classroom (such as sandpaper, cheese graters, pegboards, or
Lego® tables) assists children to
become more observant of their
world.
How to Design
Effective Discovery Areas
These guidelines are helpful for
developing early childhood discovery
areas that will attract and enhance
children's conceptual development.
Plan for High Visibility,
Easy Access
In a well-designed classroom,
anyone entering the room should be
able to recognize the discovery area.
Place the table near the door or next
to the group gathering area to highlight the scope of the current theme.
Both children and adults should be
able to easily grasp the concepts of
study by observing or touching the
objects available for scrutiny.
The display table
and any open shelves
with displays should
be at appropriate
heights for preschoolers' use. Items are
best stored in clear,
open containers to
assure that children
can easily find what
they are looking for.
Children should be able to touch, smell, taste, listen,
and observe an array of items. Supervision for these
hands-on experiences is, of course, essential to keep
children safe and focused on their findings.
Limit and Rotate
Materials
The purpose of a
discovery area is to
draw attention to,
DIMENSIONS OF EARLY CHILDHOOD
and encourage exploration of, materials related to class projects and curriculum goals. Keep curiosity fresh
by adding a new item or two, daily
or weekly. Take away those that have
outlasted their discussion value. The
strength of any topic builds when
children are able to delve deeply
into information and resources.
When textures are introduced,
teachers might want to start with
rough textures. Add softer items
later (such as foam pillows, fabric
swatches, ribbon, cotton batting,
and baby blankets) to extend the
textures study. This provides a foundation for comparisons, a critical
component of Piaget's concept
development theory (Charlesworth
& Lind, 1999).
Ask children to feel the various
textures and record their comments
(either orally with a recorder or by
writing them on a chart). As their
vocabulary expands, they strengthen
their mental representations of rough,
smooth, soft, and hard concepts.
Create a Related Bulletin Board
Learning about "My Neighborhood" is typical in early childhood
classrooms. What might children
find in a discovery area on this
topic? A display of photographs of
their homes and familiar businesses
is a good place to start. Provide
materials (recycled boxes, blocks,
plastic bricks, markers, modeling
dough) that they can use to build a
replica of, or draw, their own neighborhood, too.
A bulletin board with a simple
map could show the relationship of
the school to the neighborhood or to
children's homes. Encourage early
mapping skills by asking children to
draw their ideas about where they
live and the route they take to school.
WINTER 2003
23
Wondering how to channel young children's curiosity into hands-on learning?
Set up a Discovery Center and make the most of every experience!
Planning Effective
Classroom Discovery Centers
Laverne Warner
"Hey, teacher, what's this?"
world and provide opportuniqueried Marcus in an excited
ties for children to adapt their
voice.
thinking to their environment
"It's a snail I found in my
(Piaget, 1978).
backyard last night," replied
his teacher. "Have you seen
Discovery Helps
one before? I'll bet you have
Integrate the
snails in your backyard, too."
Curriculum
"Hey, Rosa," says Marcus to
Discovery centers typically
his classmate. "This is a snail."
accentuate the science curricu"I've put out a book that
lum, although they provide
tells more about snails. Would
support for social studies and
you like to look at it?" asks the
mathematics learning as well
teacher. "Our discovery table
(Charlesworth & Lind, 1999).
helps us find all kinds of inforDisplaying fall leaves draws
mation about our world,
children's attention to acorns,
doesn't it?"
sweetgum balls, pine straw,
Discovery tables (or let's
pinecones, and other items
find out centers) are common
during the early part of the
in early childhood learning
school year. These displays
environments (Bredekamp &
often draw attention to the
Copple, 1997; Hendrick,
Photos courtesy of the author
Discovery
centers
provide
opportunities
for
chilchanging weather and climate
2003). Their availability in
classrooms enables children to dren to explore and investigate natural and cultur- of autumn, too.
Plants and buds, flowers,
explore materials and objects al phenomena, both familiar and new. Children's
knowledge
of
social
environments
improves,
too.
cocoons, tadpoles in pond
that relate to a planned study.
water, pussy willows, pansies,
Or they may spontaneously
emerge as Mother Nature presents her seasonal gifts and colorful leaves announce a new season in the spring.
(holly sprigs during winter or fresh dandelions in spring). Children delight in bringing their own contributions to
display, so scientific learning abounds.
The purpose of discovery centers is to provide naturally-occurring phenomena from nature for children to
observe and explore. They may also include commercial
items for children's research on a specific theme or topic
Laverne Warner, Ph.D., is Coordinator and Professor of
(such as magnets or a balance scale). Discovery areas
Early Childhood Education, Sam Houston State University,
Huntsville, Texas. She is currently serving as the Texas Repenable children to form concepts about their physical
resentative to the SECA Board of Directors.
22
WINTER 2003
DIMENSIONS OF EARLY CHILDHOOD
sored by the University of Illinois at
Urbana-Champaign, is a generous
wellspring of information and referrals. Their link to the Reggio Emilia Web site (http://ericeece.org/reggio.html) led to many insightful
articles, practical explanations by
Lilian Katz, Rebecca New, and Carolyn Pope Edwards, among others.
These are the primary components of the Texas classroom that
had afforded the explosion into
multiple artistic languages:
• The availability of artistic
materials in the classroom created an artistic vernacular. Children were familiar with the
tools and materials, the creative
process, and the expectations
and permissions granted by the
adults. The classroom artistic
milieu set the standard for
active, uninhibited exploration.
• Ample time and space were
provided for projects that could
go on for days, with interaction
of adults, other children, outside resources, and time to
think and feel, and to unify
thinking and feeling into a
more coherent expression.
• School was known as a place of
research, learning, revisiting,
reconsiderations, and reflection.
The children had explored animal studies from many angles
before. The class menagerie
included three finches, a turtle, a fertile hamster couple
(34 baby hamsters in one
year!), a fresh-water aquarium,
and innumerable live bugs
brought into the classroom for
a day, then released. These
nurturing environs invited
many stages of reflection and
perspective taking.
• The children had experienced
numerous group projects
before, and were familiar with
the give-and-take required for
team effort. The gain that came
through self-sacrifice became
evident as partnerships and
cooperation increased their
sources of ideas and inspirations, interpretations and
implementations.
This Montessori classroom in
Texas resembled New's description
of a Reggio Emilia classroom, where
teachers place a high value on
their ability to improvise and
respond to children's predispo-
sition to enjoy the unexpected.
Regardless of their origins, successful projects are those that
generate a sufficient amount of
interest and uncertainty to provoke children's creative thinking and problem-solving and
are open to different avenues of
exploration (New, 1993, p. 4).
Various competing philosophies,
worldviews, and ideologies exist in
Bibliography of Related Readings
Clark, K. (1994, Spring). How do caterpillars make cocoons? An adaptation
of the Reggio Emilia approach to a kindergarten science project. Dimensions of Early Childhood, 22(3), 5-9.
Edwards, C.P., & Hiler, C. (1993). A teacher's guide to the exhibit: The hundred languages of children. Lexington, KY: College of Human Environmental Sciences, University of Kentucky.
Edwards, C.P., & Springate, K. (1993, Fall). Inviting children into project
work. Dimensions of Early Childhood, 22(1), 9-12, 40.
Edwards, C.P., & Springate, K. (1995, Fall). The lion comes out of the stone:
Helping young children achieve their creative potential. Dimensions of
Early Childhood, 23(4), 24-29.
Forman, G. (1989). Helping children ask good questions. In B. Neugebauer
(Ed.), The Wonder of It: Exploring How the World Works. Redmond, WA:
Exchange Press.
Gandini, L. (1984, Spring). Not just anywhere: Making child care centers
into "particular" places. Beginnings: 17-20.
Katz, L. (1990). Impressions of Reggio Emilia Preschools. Young Children,
45(6), 11-12.
Katz, L.G. (1995). Talks with teachers of young children: A collection. Norwood, NJ: Ablex.
Katz, L.G., & Cesarone, B. (Eds.). (1994). Reflections on the Reggio Emilia
approach. Urbana, IL: ERIC Clearinghouse on Elementary & Early Childhood Education. ED 375 986
Katz, L.G., & Chard, S.C. (1989). Engaging children's minds: The project
approach. Norwood, NJ: Ablex.
New, R. (1990). Excellent early education: A city in Italy has it. Young Children, 45(6), 4-10.
New, R. (1991, Winter). Projects & provocations: Preschool curriculum ideas
from Reggio Emilia. Montessori Life, 3(1), 26-28.
New, R. (1992). The integrated early childhood curriculum: New perspectives from research and practice. In C. Seefeldt (Ed.), The early childhood
curriculum: A review of current research (Rev. ed.) New York: Teachers
College Press, Columbia University.
New, R. (1993). Italian child care and early education: Amor maternus &
other cultural contributions. In M. Cochran (Ed.), International Handbook
on Child Care Policies & Programs (pp. 291-311). Westport, CT: Greenwood.
Rankin, B. (1995). Displaying children's work. Scholastic Early Childhood
Today (Feb): 34-35.
DIMENSIONS OF EARLY CHILDHOOD
WINTER 2003
19
early childhood education today.
One prevalent approach views the
child as a learner who is on a trajectory toward adulthood. This perspective empowers the adult to
dominate and control the life of
children and schools, "for their own
good."
An alternate motive emerges
from an image of the child as a
unique individual, with rights rather
than with needs, as espoused by the
Reggio Emilia approach to early
childhood education. Carlotta
Rinaldi, in The Hundred Languages
of Children (Edwards et al., 1998),
articulates seven characteristics of
this young child. The young child
has potential, and is plastic (mal-
leable). She is growing and is curious, and she retains the ability to be
amazed. Finally, she seeks relationships and desires to communicate.
These components of childhood
surfaced in many ways as the children in one Montessori classroom
explored the Dallas Zoo with their
hundred languages.
References
Carle, E. (1996). 1, 2, 3, To the zoo. New
York: Putnam.
Edwards, C.P., Gandini, L., & Forman,
G.E. (1998). The hundred languages of
children: The Reggio Emilia approach–
advanced reflections (2nd ed.). Greenwich, CT: Ablex.
Ehlert, L. (1997). Color zoo. New York:
HarperCollins.
Gibbons, G. (1991). Zoo. New York:
Harper Trophy
Lopshire, R. (1960). Put me in the zoo.
New York: Random House
Malaguzzi, L. (1990). No way. The hundred is there (trans. from Invece il cento
c'e). In C.P. Edwards, L. Gandini, &
G.E. Forman, The hundred languages of
children: The Reggio Emilia approachadvanced reflections (2nd ed.) (pp. 2-3).
Greenwich, CT: Ablex.
Martin, B, & Archambault, J. (1991).
Chicka chicka boom boom. New York:
Simon & Shuster.
Mosel, A. (1968). Tikki Tikki Tembo. New
York: Holt.
New, R. (1993). Reggio Emilia: Some
lessons for U.S. educators. ERIC Clearinghouse for Elementary and Early
Childhood Education. Available:
http://ericps.ed.uiuc.edu/eece/pubs/dig
ests/1993/new93.html (2002,
February 2}.
SECA Proposes By-Laws Amendment
As an organization that is governed by and for its members and state affiliates, SECA is committed to ensuring
that the selection of the SECA President represents all states and members. The SECA Board of Directors is proposing a by-laws amendment that will ensure that the SECA leadership represents the will and desires of its membership.
The proposed by-laws amendment changes the election of the SECA President from direct member ballot to
a certified election by the states. The by-laws amendment is designed to enhance the participation of state members and affiliates in the election process, to enhance the nomination process to allow for wider input and nomination of diverse candidates and to ensure equity among the SECA states.
The proposed by-laws amendment will be considered at the annual SECA business meeting to be held during
the annual conference, Saturday, March 15, 2003. The meeting is scheduled for 11:15 a.m. to 12:15 p.m. at the
Myrtle Beach Convention Center.
As required, the text of the By-Laws Amendment is published for membership consideration. If you would like
to receive a copy of the proposed SECA Policy and Procedures that will be implemented with an approved bylaws change, contact the SECA office at 1-800-305-7322 or by e-mail at gbean@southernearlychildhood.org.
Proposed By-Laws Amendment
Article VIII
Section D: Election of the President-Elect shall be by certified ballot and shall occur in a formally recognized
meeting of the SECA Board of Directors. Each state shall have one vote and must conduct a selection process,
certified according to SECA policy, to determine the candidate that will receive the state's vote. The duly elected
state affiliate representative on the SECA Board of Directors will submit that state's vote to the SECA President.
Members-at-Large of the SECA Board of Directors shall represent SECA non-affiliate members. The Members-atLarge will cast one vote for President-Elect on behalf of the SECA non-affiliate members. Non-affiliate members
will receive a mailed ballot and return that ballot to an independent audit firm. The audit firm will certify the vote
tally of the non-affiliate ballots.
The SECA President will cast a vote only in the event of a tie. The Immediate Past President will not vote.
20
WINTER 2003
DIMENSIONS OF EARLY CHILDHOOD
Put Us On Your
Calendar Now!
Beyond the Basics
Summer 2003 SECA
Professional Development
Opportunities
SECA presents three new professional development retreats to take you "Beyond the Basics." In a retreat environment, you'll have
the opportunity to network, relax,, and learn. Each retreat will have its own unique focus and the locations we've chosen will provide
the ultimate in destination locales. Each retreat is designed to allow you to enjoy your destination, including visits to Nashville's famed
music venues, the Biltmore Estate in Asheville and the River Walk in San Antonio.
Where
and When?
July 10-12, 2003
Let's Dance, Draw, Sing, and
Paint: Incorporating the Arts
Into Your Curriculum
Diversity Among Us:
Serving the Children and
Families of Today
June 25-27, 2003
University of North Carolina at Asheville
Asheville, North Carolina
Trinity University
San Antonio,Texas
Raising Responsible Americans:
Public Policy, Early Childhood
Education and the South
July 24-26, 2003
Nestled between the Blue Ridge and
The South is changing and our early
Great Smoky Mountains, Asheville's
childhood programs don't serve the
mountain scenery and excellent quality
same families they did 10 years ago. Join
Vanderbilt University
of life make it a great place to visit. The
us to learn how to embrace change, celNashville,Tennessee
home of the famous Biltmore Estate,
ebrate the diversity of our families, and
Asheville is recognized throughout the
The South has become a force in
become a valued and successful program
country as an entrepreneurial arts comnational politics, and early childhood
in your community. Trinity's "skyline"
munity.The University of North Carolina
education (Head Start and child care) is
campus is located 7 miles from the San
at Asheville maintains the distinction of
at the forefront of the public policy
Antonio airport and encompasses 117
being the designated "public liberal arts
debate in 2003. Join your colleagues
acres. It is noted for its red brick builduniversity" in the 16-campus University
from throughout the region to get the
ings accented by native live oak trees,
of North Carolina system. This retreat
latest on public policy developments at
well-kept grounds, and sparkling founwill focus on enhancing your program
the national and regional level, network
tains. Set atop a hill, the campus offers a
through quality curriculum, using the arts
with professionals and advocates for
commanding view of historic downtown
as a basis for child development activiyoung children, and return to your
San Antonio and welcomes visitors to
ties, and utilizing that enhanced curricuwork energized and dedicated to
the historic and colorful city. For more
lum to market your program to parents.
improving the lives of children. Visit
information go to www.trinity.edu or
Go to www.ashevillechamber.org or
www.nashvillecvb.com or www.vanderwww.sanantoniocvb.com.
www.unca.edu for more information.
bilt.edu for more information.
These sessions are designed for intermediate and experienced professionals.
What Will It Cost?
How Do I Get An
Agenda and Register
for a Retreat?
Complete retreat agendas and registration
materials will be available February 1, 2003 at our
Website www.southernearlychildhood.org or by
calling SECA at (800) 305-7322.
Have a
great summer
with SECA in
2003!
SECA knows that budgets are tight, and we've
looked for the best sites at the lowest cost possible. We're pleased to offer these professional
development retreats for $325 per person,
inclusive.That's registration, room and meals. You
will be housed on the campuses of the universities, and we'll utilize their wonderful food service
and meeting facilities.
DIMENSIONS OF EARLY CHILDHOOD
WINTER 2003
21
early childhood education today.
One prevalent approach views the
child as a learner who is on a trajectory toward adulthood. This perspective empowers the adult to
dominate and control the life of
children and schools, "for their own
good."
An alternate motive emerges
from an image of the child as a
unique individual, with rights rather
than with needs, as espoused by the
Reggio Emilia approach to early
childhood education. Carlotta
Rinaldi, in The Hundred Languages
of Children (Edwards et al., 1998),
articulates seven characteristics of
this young child. The young child
has potential, and is plastic (mal-
leable). She is growing and is curious, and she retains the ability to be
amazed. Finally, she seeks relationships and desires to communicate.
These components of childhood
surfaced in many ways as the children in one Montessori classroom
explored the Dallas Zoo with their
hundred languages.
References
Carle, E. (1996). 1, 2, 3, To the zoo. New
York: Putnam.
Edwards, C.P., Gandini, L., & Forman,
G.E. (1998). The hundred languages of
children: The Reggio Emilia approach–
advanced reflections (2nd ed.). Greenwich, CT: Ablex.
Ehlert, L. (1997). Color zoo. New York:
HarperCollins.
Gibbons, G. (1991). Zoo. New York:
Harper Trophy
Lopshire, R. (1960). Put me in the zoo.
New York: Random House
Malaguzzi, L. (1990). No way. The hundred is there (trans. from Invece il cento
c'e). In C.P. Edwards, L. Gandini, &
G.E. Forman, The hundred languages of
children: The Reggio Emilia approachadvanced reflections (2nd ed.) (pp. 2-3).
Greenwich, CT: Ablex.
Martin, B, & Archambault, J. (1991).
Chicka chicka boom boom. New York:
Simon & Shuster.
Mosel, A. (1968). Tikki Tikki Tembo. New
York: Holt.
New, R. (1993). Reggio Emilia: Some
lessons for U.S. educators. ERIC Clearinghouse for Elementary and Early
Childhood Education. Available:
http://ericps.ed.uiuc.edu/eece/pubs/dig
ests/1993/new93.html (2002,
February 2}.
SECA Proposes By-Laws Amendment
As an organization that is governed by and for its members and state affiliates, SECA is committed to ensuring
that the selection of the SECA President represents all states and members. The SECA Board of Directors is proposing a by-laws amendment that will ensure that the SECA leadership represents the will and desires of its membership.
The proposed by-laws amendment changes the election of the SECA President from direct member ballot to
a certified election by the states. The by-laws amendment is designed to enhance the participation of state members and affiliates in the election process, to enhance the nomination process to allow for wider input and nomination of diverse candidates and to ensure equity among the SECA states.
The proposed by-laws amendment will be considered at the annual SECA business meeting to be held during
the annual conference, Saturday, March 15, 2003. The meeting is scheduled for 11:15 a.m. to 12:15 p.m. at the
Myrtle Beach Convention Center.
As required, the text of the By-Laws Amendment is published for membership consideration. If you would like
to receive a copy of the proposed SECA Policy and Procedures that will be implemented with an approved bylaws change, contact the SECA office at 1-800-305-7322 or by e-mail at gbean@southernearlychildhood.org.
Proposed By-Laws Amendment
Article VIII
Section D: Election of the President-Elect shall be by certified ballot and shall occur in a formally recognized
meeting of the SECA Board of Directors. Each state shall have one vote and must conduct a selection process,
certified according to SECA policy, to determine the candidate that will receive the state's vote. The duly elected
state affiliate representative on the SECA Board of Directors will submit that state's vote to the SECA President.
Members-at-Large of the SECA Board of Directors shall represent SECA non-affiliate members. The Members-atLarge will cast one vote for President-Elect on behalf of the SECA non-affiliate members. Non-affiliate members
will receive a mailed ballot and return that ballot to an independent audit firm. The audit firm will certify the vote
tally of the non-affiliate ballots.
The SECA President will cast a vote only in the event of a tie. The Immediate Past President will not vote.
20
WINTER 2003
DIMENSIONS OF EARLY CHILDHOOD
Put Us On Your
Calendar Now!
Beyond the Basics
Summer 2003 SECA
Professional Development
Opportunities
SECA presents three new professional development retreats to take you "Beyond the Basics." In a retreat environment, you'll have
the opportunity to network, relax,, and learn. Each retreat will have its own unique focus and the locations we've chosen will provide
the ultimate in destination locales. Each retreat is designed to allow you to enjoy your destination, including visits to Nashville's famed
music venues, the Biltmore Estate in Asheville and the River Walk in San Antonio.
Where
and When?
July 10-12, 2003
Let's Dance, Draw, Sing, and
Paint: Incorporating the Arts
Into Your Curriculum
Diversity Among Us:
Serving the Children and
Families of Today
June 25-27, 2003
University of North Carolina at Asheville
Asheville, North Carolina
Trinity University
San Antonio,Texas
Raising Responsible Americans:
Public Policy, Early Childhood
Education and the South
July 24-26, 2003
Nestled between the Blue Ridge and
The South is changing and our early
Great Smoky Mountains, Asheville's
childhood programs don't serve the
mountain scenery and excellent quality
same families they did 10 years ago. Join
Vanderbilt University
of life make it a great place to visit. The
us to learn how to embrace change, celNashville,Tennessee
home of the famous Biltmore Estate,
ebrate the diversity of our families, and
Asheville is recognized throughout the
The South has become a force in
become a valued and successful program
country as an entrepreneurial arts comnational politics, and early childhood
in your community. Trinity's "skyline"
munity.The University of North Carolina
education (Head Start and child care) is
campus is located 7 miles from the San
at Asheville maintains the distinction of
at the forefront of the public policy
Antonio airport and encompasses 117
being the designated "public liberal arts
debate in 2003. Join your colleagues
acres. It is noted for its red brick builduniversity" in the 16-campus University
from throughout the region to get the
ings accented by native live oak trees,
of North Carolina system. This retreat
latest on public policy developments at
well-kept grounds, and sparkling founwill focus on enhancing your program
the national and regional level, network
tains. Set atop a hill, the campus offers a
through quality curriculum, using the arts
with professionals and advocates for
commanding view of historic downtown
as a basis for child development activiyoung children, and return to your
San Antonio and welcomes visitors to
ties, and utilizing that enhanced curricuwork energized and dedicated to
the historic and colorful city. For more
lum to market your program to parents.
improving the lives of children. Visit
information go to www.trinity.edu or
Go to www.ashevillechamber.org or
www.nashvillecvb.com or www.vanderwww.sanantoniocvb.com.
www.unca.edu for more information.
bilt.edu for more information.
These sessions are designed for intermediate and experienced professionals.
What Will It Cost?
How Do I Get An
Agenda and Register
for a Retreat?
Complete retreat agendas and registration
materials will be available February 1, 2003 at our
Website www.southernearlychildhood.org or by
calling SECA at (800) 305-7322.
Have a
great summer
with SECA in
2003!
SECA knows that budgets are tight, and we've
looked for the best sites at the lowest cost possible. We're pleased to offer these professional
development retreats for $325 per person,
inclusive.That's registration, room and meals. You
will be housed on the campuses of the universities, and we'll utilize their wonderful food service
and meeting facilities.
DIMENSIONS OF EARLY CHILDHOOD
WINTER 2003
21
Wondering how to channel young children's curiosity into hands-on learning?
Set up a Discovery Center and make the most of every experience!
Planning Effective
Classroom Discovery Centers
Laverne Warner
"Hey, teacher, what's this?"
world and provide opportuniqueried Marcus in an excited
ties for children to adapt their
voice.
thinking to their environment
"It's a snail I found in my
(Piaget, 1978).
backyard last night," replied
his teacher. "Have you seen
Discovery Helps
one before? I'll bet you have
Integrate the
snails in your backyard, too."
Curriculum
"Hey, Rosa," says Marcus to
Discovery centers typically
his classmate. "This is a snail."
accentuate the science curricu"I've put out a book that
lum, although they provide
tells more about snails. Would
support for social studies and
you like to look at it?" asks the
mathematics learning as well
teacher. "Our discovery table
(Charlesworth & Lind, 1999).
helps us find all kinds of inforDisplaying fall leaves draws
mation about our world,
children's attention to acorns,
doesn't it?"
sweetgum balls, pine straw,
Discovery tables (or let's
pinecones, and other items
find out centers) are common
during the early part of the
in early childhood learning
school year. These displays
environments (Bredekamp &
often draw attention to the
Copple, 1997; Hendrick,
Photos courtesy of the author
Discovery
centers
provide
opportunities
for
chilchanging weather and climate
2003). Their availability in
classrooms enables children to dren to explore and investigate natural and cultur- of autumn, too.
Plants and buds, flowers,
explore materials and objects al phenomena, both familiar and new. Children's
knowledge
of
social
environments
improves,
too.
cocoons, tadpoles in pond
that relate to a planned study.
water, pussy willows, pansies,
Or they may spontaneously
emerge as Mother Nature presents her seasonal gifts and colorful leaves announce a new season in the spring.
(holly sprigs during winter or fresh dandelions in spring). Children delight in bringing their own contributions to
display, so scientific learning abounds.
The purpose of discovery centers is to provide naturally-occurring phenomena from nature for children to
observe and explore. They may also include commercial
items for children's research on a specific theme or topic
Laverne Warner, Ph.D., is Coordinator and Professor of
(such as magnets or a balance scale). Discovery areas
Early Childhood Education, Sam Houston State University,
Huntsville, Texas. She is currently serving as the Texas Repenable children to form concepts about their physical
resentative to the SECA Board of Directors.
22
WINTER 2003
DIMENSIONS OF EARLY CHILDHOOD
sored by the University of Illinois at
Urbana-Champaign, is a generous
wellspring of information and referrals. Their link to the Reggio Emilia Web site (http://ericeece.org/reggio.html) led to many insightful
articles, practical explanations by
Lilian Katz, Rebecca New, and Carolyn Pope Edwards, among others.
These are the primary components of the Texas classroom that
had afforded the explosion into
multiple artistic languages:
• The availability of artistic
materials in the classroom created an artistic vernacular. Children were familiar with the
tools and materials, the creative
process, and the expectations
and permissions granted by the
adults. The classroom artistic
milieu set the standard for
active, uninhibited exploration.
• Ample time and space were
provided for projects that could
go on for days, with interaction
of adults, other children, outside resources, and time to
think and feel, and to unify
thinking and feeling into a
more coherent expression.
• School was known as a place of
research, learning, revisiting,
reconsiderations, and reflection.
The children had explored animal studies from many angles
before. The class menagerie
included three finches, a turtle, a fertile hamster couple
(34 baby hamsters in one
year!), a fresh-water aquarium,
and innumerable live bugs
brought into the classroom for
a day, then released. These
nurturing environs invited
many stages of reflection and
perspective taking.
• The children had experienced
numerous group projects
before, and were familiar with
the give-and-take required for
team effort. The gain that came
through self-sacrifice became
evident as partnerships and
cooperation increased their
sources of ideas and inspirations, interpretations and
implementations.
This Montessori classroom in
Texas resembled New's description
of a Reggio Emilia classroom, where
teachers place a high value on
their ability to improvise and
respond to children's predispo-
sition to enjoy the unexpected.
Regardless of their origins, successful projects are those that
generate a sufficient amount of
interest and uncertainty to provoke children's creative thinking and problem-solving and
are open to different avenues of
exploration (New, 1993, p. 4).
Various competing philosophies,
worldviews, and ideologies exist in
Bibliography of Related Readings
Clark, K. (1994, Spring). How do caterpillars make cocoons? An adaptation
of the Reggio Emilia approach to a kindergarten science project. Dimensions of Early Childhood, 22(3), 5-9.
Edwards, C.P., & Hiler, C. (1993). A teacher's guide to the exhibit: The hundred languages of children. Lexington, KY: College of Human Environmental Sciences, University of Kentucky.
Edwards, C.P., & Springate, K. (1993, Fall). Inviting children into project
work. Dimensions of Early Childhood, 22(1), 9-12, 40.
Edwards, C.P., & Springate, K. (1995, Fall). The lion comes out of the stone:
Helping young children achieve their creative potential. Dimensions of
Early Childhood, 23(4), 24-29.
Forman, G. (1989). Helping children ask good questions. In B. Neugebauer
(Ed.), The Wonder of It: Exploring How the World Works. Redmond, WA:
Exchange Press.
Gandini, L. (1984, Spring). Not just anywhere: Making child care centers
into "particular" places. Beginnings: 17-20.
Katz, L. (1990). Impressions of Reggio Emilia Preschools. Young Children,
45(6), 11-12.
Katz, L.G. (1995). Talks with teachers of young children: A collection. Norwood, NJ: Ablex.
Katz, L.G., & Cesarone, B. (Eds.). (1994). Reflections on the Reggio Emilia
approach. Urbana, IL: ERIC Clearinghouse on Elementary & Early Childhood Education. ED 375 986
Katz, L.G., & Chard, S.C. (1989). Engaging children's minds: The project
approach. Norwood, NJ: Ablex.
New, R. (1990). Excellent early education: A city in Italy has it. Young Children, 45(6), 4-10.
New, R. (1991, Winter). Projects & provocations: Preschool curriculum ideas
from Reggio Emilia. Montessori Life, 3(1), 26-28.
New, R. (1992). The integrated early childhood curriculum: New perspectives from research and practice. In C. Seefeldt (Ed.), The early childhood
curriculum: A review of current research (Rev. ed.) New York: Teachers
College Press, Columbia University.
New, R. (1993). Italian child care and early education: Amor maternus &
other cultural contributions. In M. Cochran (Ed.), International Handbook
on Child Care Policies & Programs (pp. 291-311). Westport, CT: Greenwood.
Rankin, B. (1995). Displaying children's work. Scholastic Early Childhood
Today (Feb): 34-35.
DIMENSIONS OF EARLY CHILDHOOD
WINTER 2003
19
art shelf, like other elements in a
way it was made, and the viewer
Montessori classroom, contains must walk all the way around it.
highly organized sets of self-help
The layout of the map invited
materials. Crayons, markers, chalk, interested children to expand cerpaper, and cloth are, likewise, ample tain areas. Flamingos were particuand accessible.
larly interesting to one girl, perhaps
Through scaffoldbecause they were
Children built on
ing, children were
pink, but more
their knowledge with
challenged to build
likely because she
new applications.
on their knowledge
found great delight
of these materials
in replicating their
with new applicaform: two ovals,
tions related to their interest in the
one roughly twice as large as the
zoo trip. They had been using the
first, with numerous straight lines,
music area with much creativity for the neck, the legs (some bent,
lately, so they were invited to com- others straight), and the beak. The
pose songs about the trip, or about
multiplication of similar forms, each
individual animals. The class lis- one distinct, prompted others to
tened to audiotapes of Prokofiev's begin naming each flamingo:
"Peter and the Wolf" and SaintDomingo, Pongo, Ringo, and Pinky
Saens' "Carnival of the Animals." were some.
They responded with a tonal symOther students recognized that
phony of animal noises, made from the interest in flamingos may have
rhythm instruments, the piano, and been prompted by the large number
the bells.
of birds in the flamingo exhibit.
Adults invented a number of ani- "How many were there?"
mal riddles, with the clue on one
"Oh, about a hundred."
side of sentence strips and the
"Naw, there were 25 kids, and we
answer on the back, such as "What
were more than they were."
is big, has floppy ears, and stomps?"
"Let's go back to the zoo and
"An elephant." The children then count them."
created many more riddles, some
"No, let's call the zoo and they
more logical than others. "What
can tell us." When they called the
goes underwater and comes up for
zoo and asked, there were 53
air?" "A hippo." "Which animal flamingos on display that day.
sleeps with its shoes on?" "A horse,
Some children found drawing to
of course."
be too confining and restrictive a
The map-making began with a medium to express the qualities of
large scroll of paper (3 feet by 12 animal bodies, not to mention the
feet) laid out on the floor. The five
sense of character and personality
children around the paper began that they wished to explore. Paper
discussing their versions of a map, collage was an obvious first step,
and then began drawing, from their having studied Eric Carle's collage.
own perspective. Therefore, the map The children found that they could
has multiple starting points, with no prepare paper with a variety of
single bottom or top. The children media, paints, crayons, pencils, and
agreed that the final product must then use the prepared paper to cut
be viewed placed on the floor, the
and paste together any number of
18
WINTER 2003
DIMENSIONS OF EARLY CHILDHOOD
body parts to represent what they
thought and felt about each animal.
Through dramatic play, the children explored the movement of animals, and found ample material,
both written and visual, to supplement their activities. One student
began a study of animal feet, or lack
thereof. His drawings and clay models became a part of the movement
and dance activities, "because they
have feet like us, or at least they know
how to get around without them."
Having planned the trip,
researched about animals and zoos,
gone to the Dallas Zoo, and subsequently explored multiple ways to
express their interests, the children
were now ready to document, to
produce a culminating display of
their whole zoo experience. They
decided that a monorail play would
best portray their experience,
because it would be just like the
monorail they rode at the zoo, and
the viewer could come back at different times and different things
would be on display.
Through this encounter with a
project and the children's active
inquiry, the hundred languages
exploded throughout the classroom.
There is no convincing this class
that there is any other way to learn,
or to "do school."
Understanding What
Happens With Reggio
To better understand what was
happening in the classroom, and
how to participate in and contribute to its future growth, teachers sought more information about
the Reggio Emilia approach. The
ERIC Clearinghouse on Elementary and Early Childhood Education (http://ericeece.org/), spon-
One group of 4-year-olds brought
in hundreds of acorns from their
playground during the fall season.
These were used to count, form sets,
classify, and discover the place-value
system. Explorations such as these are
a backdrop for mathematics learning
as recommended by the National
Council of Teachers of Mathematics
(NCTM) and described in The Young
Child and Mathematics, a joint publication by NCTM and the National
Association for the Education of
Young Children (NAEYC) (Copley,
2000). The acorns also led children
to make artistic creations and discuss
the life cycle of plants.
Discovery centers provide opportunities for children to explore and
investigate natural and cultural phenomena, both familiar and new.
During Fire Prevention Week, for
example, offering firefighters' hats,
vests, boots, and other fire-resistant
clothing calls attention to the theme
and promotes dramatic play.
Carpet samples, corrugated cardboard, ceiling and floor tiles, bricks,
and tree bark increase children's
curiosity about textures in their natural environments. Children's know-
ledge of social environments
improves, too, as discussions begin
about where each of these items is
found. Developing lists of other textured items found in their homes or
in their classroom (such as sandpaper, cheese graters, pegboards, or
Lego® tables) assists children to
become more observant of their
world.
How to Design
Effective Discovery Areas
These guidelines are helpful for
developing early childhood discovery
areas that will attract and enhance
children's conceptual development.
Plan for High Visibility,
Easy Access
In a well-designed classroom,
anyone entering the room should be
able to recognize the discovery area.
Place the table near the door or next
to the group gathering area to highlight the scope of the current theme.
Both children and adults should be
able to easily grasp the concepts of
study by observing or touching the
objects available for scrutiny.
The display table
and any open shelves
with displays should
be at appropriate
heights for preschoolers' use. Items are
best stored in clear,
open containers to
assure that children
can easily find what
they are looking for.
Children should be able to touch, smell, taste, listen,
and observe an array of items. Supervision for these
hands-on experiences is, of course, essential to keep
children safe and focused on their findings.
Limit and Rotate
Materials
The purpose of a
discovery area is to
draw attention to,
DIMENSIONS OF EARLY CHILDHOOD
and encourage exploration of, materials related to class projects and curriculum goals. Keep curiosity fresh
by adding a new item or two, daily
or weekly. Take away those that have
outlasted their discussion value. The
strength of any topic builds when
children are able to delve deeply
into information and resources.
When textures are introduced,
teachers might want to start with
rough textures. Add softer items
later (such as foam pillows, fabric
swatches, ribbon, cotton batting,
and baby blankets) to extend the
textures study. This provides a foundation for comparisons, a critical
component of Piaget's concept
development theory (Charlesworth
& Lind, 1999).
Ask children to feel the various
textures and record their comments
(either orally with a recorder or by
writing them on a chart). As their
vocabulary expands, they strengthen
their mental representations of rough,
smooth, soft, and hard concepts.
Create a Related Bulletin Board
Learning about "My Neighborhood" is typical in early childhood
classrooms. What might children
find in a discovery area on this
topic? A display of photographs of
their homes and familiar businesses
is a good place to start. Provide
materials (recycled boxes, blocks,
plastic bricks, markers, modeling
dough) that they can use to build a
replica of, or draw, their own neighborhood, too.
A bulletin board with a simple
map could show the relationship of
the school to the neighborhood or to
children's homes. Encourage early
mapping skills by asking children to
draw their ideas about where they
live and the route they take to school.
WINTER 2003
23
Frequent walks, children's art,
simple graphs prepared by the class,
photographs contributed by families, or a mural of magazine cutouts
of homes and businesses can also
help children demonstrate their
growing understanding of the
neighborhood.
Find books
related to children's
explorations
Display Children's Books
One critical element that supports the educational value of a discovery area is the availability of literature designed to provide additional
knowledge for curious children.
Find books related to children's
explorations at the library to assure
that content expands beyond a surface level of discussion. Books such
as Uncle Jed's Barbershop (Mitchell
& Ransome, 1993), New Kid on
the Block (Prelutsky, 1984) or The
Paperboy (Pilkey, 1996) extend the
neighborhood theme, for example.
Nature magazines often contain
close-up photographs of plants, animals, and insects coupled with stories appropriate for the age level.
Ranger Rick and Your Big Backyard
are popular in early childhood classrooms. Children's encyclopedias,
Web sites, newspaper clippings, and
museum brochures are some of the
other options for broadening children's horizons.
Appeal to Children's Senses
High-quality discovery centers
are designed with the five senses in
mind, to ensure investigation and
discovery leading to sensory learning (Piaget, 1978). Children should
24
WINTER 2003
be able to touch, smell, taste (when
safe), listen, and observe an array of
items. Supervision for these handson experiences is, of course, essential
to keep children safe and focused on
their findings.
Listening to seashells, for example, heightens children's interest in
related objects and activities. Soon
children are pouring sand from pail
to pail as if they were at the beach.
Smell jars, sound jars, or materials
that change over time (a scientific
demonstration showing erosion, for
instance) appeal to children's natural curiosity. Providing ocean water
for children to smell and seafood for
children to taste extends their learning about oceans.
As children become increasingly
aware of the possibilities with any
topic, they begin to ask more, and
ever-deeper, questions. They become
able to research answers for themselves, such as interviewing others.
How to Make Sound and
Smell Jars
Sound Jars
Fill pairs of recycled film canisters
(small ones are fine) with equal
portions of sand, pebbles, pennies, metal nuts, anything that,
when shaken, will produce sound.
Replace the caps, glue them on,
air dry, and challenge children to
find the two sounds which match.
Smell Jars
Place cotton balls dipped in
cologne, rubbing alcohol, prepared coffee, or other odors into
film canisters. Or cover cinnamon
sticks, teaspoons of nutmeg, ginger, rosemary, and other herbs or
spices with cotton balls or fabric
to hide their identity. Children
name the scents, or match the
odors if provided pairs of jars.
Replacing lids is not essential
with smell jars.
DIMENSIONS OF EARLY CHILDHOOD
From these discussions, teachers and
children generate ideas for future
projects and investigations (Katz &
Chard, 2000).
Photos courtesy of the author
A few original drawings were volunteered during the early preparation stage, but nothing like the
explosion of original art work that
came later, after the zoo trip.
Engage and Challenge Children
Discovery centers are dynamic.
They support children's broadening
understandings about their world.
Objects placed out for children's
explorations are intended to generate new concepts and questions.
Journals, notepads, or logs, along
with markers, invite children to
record what they observe. Graphs
and child-made charts can show
changes in a plant or in the growth
of a caterpillar. When children
observe and record what they are
learning, they are better able to consolidate their knowledge.
When construction materials are
available, children can build miniature bridges, machines, or other
replicas that represent what they
know and are learning. Hands-on
experiences are essential for preschoolers because of the personal
nature of early learning (Bredekamp
& Copple, 1997; Katz & Chard,
2000). Puzzles and games are suitable in these centers as well, because
they challenge learners. Games or
sets of picture cards to classify can
extend children's knowledge.
Ask children what
they are observing
and experiencing.
Often, just asking children to
talk about what they are observing
and experiencing helps them better
conceptualize facts and processes.
Hendrick (2003) refers to this strategy as an excellent avenue for
stretching the learner's mental capaDIMENSIONS OF EARLY CHILDHOOD
WINTER 2003
17
Finally, among all the interesting
field trips, the zoo trip seemed interesting to most children, both in and
of itself, and for all the potential
activities that could be generated in
the revolving topics: dramatic play,
books, class activities, and class
research (Figure 3). These ideas were
generated from many seasons of
inquiry and research with this
Montessori classroom. Many of the
children had been in the same classroom, with the same adults, since
they were 3 years old. They were
accustomed to owning their own
learning and creating an emerging
curriculum.
The class chose to search for
information about zoos in general
on the Internet, using Yahooligans
(this child-friendly search engine is
available online at www.yahooligans.com). The Dallas Zoo Web
site (www.dallas-zoo.org) intrigued
everyone with maps, facts about the
animals, schedules, and links to
other interesting Web sites. The trip
was scheduled and children began
individual research about animals
and zoos.
Children owned their
learning and created an
emerging curriculum.
The links to other Web sites produced a collection of animal stories
and graphics that were printed and
collected in a class book. Many of
the photos were printed as line
drawings. Most were printed in full
color, which the children cut and
pasted into their hand-written stories. Other sources of photographs
included magazines and old books.
A few original drawings were volunteered during this early preparation
16
WINTER 2003
Figure 3: Focused web, recentered around one field trip.
Dramatic Play
animal movements
animal noises
relationships
within species
predators
habits
natural
captive, zoo
Class Activities
make books
parts of animals
moms and
babies
draw maps of zoos
find natural habitats
on world maps
Field Trip
to the
Dallas Zoo
stage, but nothing like the explosion
of original art work that came later,
after the zoo trip.
At the Zoo
The trip to the Dallas Zoo happened like so many other field trips
with 5- and 6-year-olds. Subdividing the 25 children among the
adults (two teachers and five parents) provided for low maintenance,
quick roll calls, and plenty of cooperative learning as the adults asked
prompt questions and led smallgroup discussions.
The parents were familiar with the
children's preparations, having been
involved as classroom volunteers and
as readily-available resources for the
children's inquiry at home. The children carried maps of the zoo, and
scheduled their trip around their
interests: large animals, carnivores,
the children's petting zoo, and then,
finally, the monorail over the Wilds
of Africa exhibit.
The children were interested in
looking at the animals for physical
similarities to the photos and drawDIMENSIONS OF EARLY CHILDHOOD
Books
1, 2, 3, To the Zoo
(Carle, 1996)
Color Zoo (Ehlert,
1997)
Put Me In The Zoo
(Lopshire, 1960)
Zoo (Gibbons,
1991)
Class Research
use our new computers
ask librarian
watch videos
watch our class
pets
ings they had made. They also were
looking for animals from different
places. A few children had prepared
a list of continents, and wanted to
see if they could find at least one
animal from each continent. A different group of children were interested in animal families: they counted how many mothers with babies
they found, and noted the youngest
animals there.
After the Zoo
The debriefing after the field trip
started as usual with language-experience group activities around the
easel. That's when the hundred languages emerged. We were discussing
and recording the variety of tools
available to express our experience
when the children began talking
faster than the scribe could write.
They recorded a long list of activities that they could do with materials on hand. They wanted to paint,
draw, make labels, create puzzles,
construct cages with blocks, design
maps, create charades, and make an
animal-sounds tape. The classroom
bilities. The timely addition of new
materials when interest appears to
be waning may spark more curiosity or move children to a higher level
of understanding.
Ask Children to
Contribute Items
Encouraging children to bring
intriguing materials to share in the
discovery center fosters enthusiasm
for the topic. This strategy naturally
invites parents to join in the investigation. When children bring in
objects of interest to them, teachers
have a better sense about how to
plan for upcoming topics. An
adult's introduction of dinosaurs is
greatly enhanced when children
bring in model dinosaurs, request
books about them, wear dinosaur
clothing, or dig for dinosaurs in the
sand—all clear messages that the
time is right for dinosaur study.
Be sure to talk with children and
families about the possibility that
items brought to school may be lost
or misplaced. Children's contribu-
Encourage
children to ask
questions.
tions to the discovery area should be
marked with their names if the
items need to be returned. Expensive or fragile objects should be
examined and discussed only with
attentive adult supervision, then
promptly returned to their owners.
Encourage Questions
Discovery centers inChildren's Books
crease children's awareBlanchard, A. (1995). The dump truck. Cambridge, MA: Candlewick.
ness about new materials
Bunting, E. (1994). Flower garden. San Diego: Harcourt Brace.
and concepts. Their
Burnie, D. (1993). Mammals. New York: Dorling Kindersley.
understanding is further
Burns, D. (1995). Snakes, salamanders, and lizards. Milwaukee: Gareth Stevens.
enhanced when teachers
Carle, E. (1989). Animals animals. New York: Philomel.
ask them about what
Carle, E. (1990). The very quiet cricket. New York: Philomel.
Carle, E. (1996). Little cloud. New York: Penguin Bantam.
they are observing or
Cobb, A. (1996). Wheels! New York: Random House.
experiencing (Katz &
De Rico, U. (2001). The rainbow goblins. New York: Thames & Hudson.
Chard, 2000), because
Donati, A. (1999). I wonder why crocodiles float like logs? New York: Graymount.
questions advance chilEhlert, L. (1987). Growing vegetable soup. New York: Scholastic.
dren's ability to discover,
Ehlert, L. (1988). Red leaf, yellow leaf. San Diego: Voyager.
Fowler, A. (1990). It's a good thing there are insects. Edinburgh: Children's Press.
organize, and internalize
Fowler, A. (1996). Life in a pond. Edinburgh: Children's Press.
information.
Fox, M. (1993). Time for bed. New York: Harcourt
Marcus, mentioned at
Harris, S. (1977). Swimming mammals. New York: Franklin Watts.
the
beginning of this
Heath, A. (1992). Sophie's role. New York: Four Winds Press.
article, had no experiHest, A. (1999). In the rain with Baby Duck. Cambridge, MA: Candlewick.
Kraus, R. (1990). Musical Max. New York: Simon & Schuster.
ence with or knowledge
MacLeod, B. (1996). Wonderful world of animals: Reptiles. Milwaukee: Gareth Stevens.
about snails. Among the
Mattern, J. (1991). A picture book of insects. Temphis, TN: Troll.
questions a teacher might
Mayer, G. (1994). Just me in the tub. Racine, WI: Western.
ask him and others who
McCarthy, C. (1991). Reptiles. New York: Knopf.
join in this conversation
McCurdy, M. (1992). The old man and the fiddle. New York: Putnam.
Mitchell, M., & Ransome, J. (1993). Uncle Jed's barbershop. New York: Simon & Schusmight be: "What do you
ter.
think is inside the shell?
Pilkey, D. (1996). The paperboy. New York: Orchard Books.
How would you describe
Prelutsky, J. (1984). New kid on the block. New York: Greenwillow.
its shape? How does the
Rathman, P. (1998). 10 minutes till bedtime. New York: Putnam's.
snail shell feel? How do
Ready, D. (1998). School bus driver. New York: Capstone.
Reit, S. (1990). The flying school bus. New York: Golden Books.
you think snails move?
Rylant, C. (1999). The cookie store cat. New York: Blue Sky Press.
What do they do all day?
Sage, J. (1991). The little band. New York: Macmillan.
Why are snails imporSchwartz, B. (1999). Where's my dreidel? New York: Littlesimon.
tant? How can we find
Spohn, K. (1990). Ruth's bake shop. New York: Orchard Books.
out where they live?
Stacy, T. (1994). Sun, stars, and planets. New York: Harper Collins.
Wallen, I. (2002). The moon in my room. Westlake Village, CA: Bent Willow.
When can we most easily
Yorinks, A. (1986). Hey, Al. New York: Scholastic.
find snails? How do
DIMENSIONS OF EARLY CHILDHOOD
WINTER 2003
25
Table 1. Topics that often appeal to young children.
Topics
Materials to Explore
Related Children's Books
Plants and
Flowers
Potted plants; watering cans; child-size gardening tools;
seed catalogues; seed packets (safe seeds); plastic
and real plants, flowers, fruits, and vegetables; florist's
clay; plastic vases and containers; sterilized potting soil
Flower Garden (Bunting, 1994)
Growing Vegetable Soup (Ehlert, 1987)
Red Leaf, Yellow Leaf (Ehlert, 1991)
Ponds
Pond water; microscope and slides; tadpoles; turtles;
algae; water lilies; magnifying glasses; replicas of pond
life
I Wonder Why Crocodiles Float Like Logs?
(Donati, 1999)
Life in a Pond (Fowler, 1996)
In the Rain With Baby Duck (Hest, 1999)
Stuffed mammals; ViewMaster® and slides; mammal
puppets; mammal bones; wildlife pictures available from
state parks and wildlife agencies; posters; zoo photos;
pictures of children with their pets; classroom pets
Mammals (Burnie, 1993)
Animals Animals (Carle, 1989)
Swimming Mammals (Harris, 1977)
Pajamas and nightgowns; house slippers; pillows;
blankets; sleeping bag; lullaby recordings and player;
posters with night scenes; pictures of nocturnal animals;
flashlights; stuffed animals; nightlight; stars hanging from
the ceiling
Time for Bed (Fox, 1993)
Just Me in the Tub (Mayer, 1994)
Where's My Dreidel? (Schwartz, 1999)
10 Minutes Till Bedtime (Rathman, 1998)
Telescope; binoculars; kites; toy airplanes and space
ships; sky puzzles; umbrella; pictures of comets, meteors,
lightning, eclipses, galaxies; parachute; moon phase
photos; photos of constellations; pictures of sunrises
and sunsets; gold and silver star stickers; large stars
hanging from ceiling
Little Cloud (Carle, 1996)
The Rainbow Goblins (DeRico, 2001)
The Moon in My Room (Wallen, 2002)
Sun, Stars, and Planets (Stacy, 1994)
Transportation toys; safe recycled parts of a bus or truck
(steering wheel, hubcap, nuts and bolts); license plates
from various states; keys; maps; traffic light replica;
outdated driver's license; seats out of a truck or bus;
photographs of buses and trucks
Wheels! (Cobb, 1996)
The Flying School Bus (Reit, 1990)
School Bus Driver (Ready, 1998)
Ant farm; butterfly kit; insect puzzles; plastic insects;
crickets in a plastic tub with a wire mesh cover;
magnifying glasses; spider web; specimens
It's a Good Thing There Are Insects
(Fowler, 1990)
The Very Quiet Cricket (Carle, 1990)
A Picture Book of Insects (Mattern, 1991)
Mammals
Nighttime
The Sky
Buses
and Trucks
Insects
Reptiles
Skins of reptiles, if available; turtle in an aquarium;
lizard in an appropriate cage; pictures of reptiles;
plastic reptile toys; picture cards to classify
Snakes, Salamanders, and Lizards
(Burns, 1995)
Reptiles (McCarthy, 1991)
Wonderful World of Animals: Reptiles
(MacLeod, 1996)
Sounds
and Music
Recordings and player; sound jars; pictures of musical
groups; felt musical staff with various musical symbols to
place on it; rhythm instruments; tone bells or xylophone;
keyboard; drums
The Little Band (Sage, 1991)
The Old Man and the Fiddle
(McCurdy, 1992)
Musical Max (Kraus, 1990)
The Bakery
Cookbooks; recipe books and cards; chef's hat; aprons,
oven mittens; pot holders; dish towels and dish cloths;
wooden spoon; spatula, egg beater; wire whisk; rolling pin;
sifter; measuring cups and spoons; smell jars; pots; pans;
timer; flour and other ingredients, as needed
The Cookie Store Cat (Rylant, 1999)
Ruth's Bake Shop (Spohn, 1990)
Sophie's Role (Heath, 1992)
26
WINTER 2003
DIMENSIONS OF EARLY CHILDHOOD
involve children in deciding what to
do for a parents' night program. The
brainstorming generated so many
projects and topics of interest that
the teachers followed a number of
them in the ensuing months,
including the trip to the zoo.
The children's list of ideas (Table
1) was developed into a web (Figure
1) to cluster similar concepts and
link related ideas. The process of
webbing was done by the class,
using sticky notes that could be
attached to one group of ideas and
then reattached easily to a different
topic. After much sifting and sorting of ideas, five topics evolved, general themes of similar concepts and
ideas: dramatic play, field trips,
books, class activities, and class
research. These topics were not
preestablished, but evolved out of
the logical groupings of similar
Table 1. List of project ideas
generated by 5- and 6-yearold Texans
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Valentine play
about working together
make hearts
Christmas
singing play
birthday
Chicka Chicka, Boom Boom
(Martin & Archambault,
1991)
Tikki Tikki Tembo (Mosel,
1968)
Rock in (sic) roll
Chines (sic) restaurant
Hickory, dickory, dock
circus
zoo
Critter courtyard
Biblical Arts Museum
Train Museum
Camping
Hurst: Kid's Museum
Discovery Zone
bunny rabbits
Cici's Pizza
concepts and ideas. The logic was
left up to the children. They had to
defend and explain their notions of
logic, why they choose to put certain things together.
Suddenly, the children realized
that, among all the interesting
things discussed, they had generated
more ideas for field trips than anything else. This became the new
center, and the other topics were
placed in proper perspective around
the field trips (Figure 2).
Figure 1. A web clustering similar concepts and linking related
ideas, created by kindergarten children.
Dramatic Play
Valentine play
Christmas
singing play
birthday
Hickory, dickory, dock
Books
Chicka Chicka Boom Boom
Tikki Tikki Tembo
Field Trips
Chines (sic) restaurant
circus
zoo
Critter Courtyard
Biblical Arts museum
Train Museum
camping
Kid’s Museum
Houston
Hurst
Discovery Zone
Cici’s Pizza
Class Research
Rock in (sic) roll
bunny rabbits
Class Activities
working together
make hearts
Figure 2. Focused web, recentered around field trips.
Dramatic Play
Valentine play
Christmas
singing play
birthday
Hickory, dickory,
dock
Class Activities
working together
make hearts
Field Trips
Chines (sic) restaurant
circus
zoo
Critter Courtyard
Biblical Arts museum
Train Museum
camping
Kid’s Museum
Houston
Hurst
Discovery Zone
Cici’s Pizza
DIMENSIONS OF EARLY CHILDHOOD
Books
Chicka Chicka
Boom Boom
Tikki Tikki Tembo
Class Research
Rock in (sic) roll
bunny rabbits
WINTER 2003
15
No way.
The hundred IS there.
by Loris Malaguzzi
The child is made of one hundred.
The child has a hundred languages
A hundred hands
A hundred thoughts
A hundred ways of thinking
Of playing, of speaking.
A hundred always a hundred
Ways of listening
Of marveling, of loving
A hundred joys
For singing and understanding
A hundred worlds to discover
A hundred worlds to invent
A hundred worlds to dream.
The child has a hundred languages
(and a hundred hundred hundred
more)
but they steal ninety-nine.
The school and the culture
Separate the head from the body.
They tell the child:
To think without hands
To do without head
To listen and not to speak
To understand without joy
To love and to marvel
Only at Easter and Christmas.
They tell the child:
To discover the world already
there
And of the hundred
They steal the ninety-nine.
They tell the child:
That work and play
Reality and fantasy
Science and imagination
Sky and earth
Reason and dream
Are things that do not belong
together.
And thus they tell the child
That the hundred is not there.
The child says:
No way. The hundred IS there.
Within the school, the communication grid again reflects multiple
avenues rather than a hierarchical
structure. Reggio classrooms are run
by teams of teachers, two teachers in
every classroom. They are co-equal
partners in running the classroom
and are equally responsible for its
operation, inside and out, including
conversations with parents. The
teachers run the school, in collaboration with other teams of teachers,
parents, and the municipal board.
Two specially trained resource
people assist the teachers and the
children, the pedagogista and the atelierista. Somewhat like a mentor
teacher, the pedagogista circulates
between classrooms, and through
different schools. This resource person confers with teachers, models
inquiry and reflection, and focuses
documentation of the children's
work. The pedagogista serves as a
resource for teachers in much the
same way that the teachers are to
serve as a resource to the children.
An atelierista manages the atelier.
The U.S. concept of an art teacher
falls far short in describing the atelierista, who is trained in many artistic media. This person is also prepared to cultivate children's use of
symbolic languages (New, 1993).
The atelierista promotes a multiplicity of means of expression to faciliSix attributes of
Reggio Emilia schools
(adapted from Gandini, 1993, pp.
161-178, in Edwards et al., 1998)
• Amiable
Note. From The Hundred Languages
of Children: The Reggio Emilia
Approach to Early Childhood Education (pp. 2-3), by L. Malaguzzi,
translated by Lella Gandini, 1990,
Greenwich, CT: Ablex. Copyright 1990
by Ablex. Reprinted with permission.
14
WINTER 2003
• Active
• Inventive
• Livable
• Documentable
• Communicative
DIMENSIONS OF EARLY CHILDHOOD
tate the children's exploration of a
topic or project. The atelier is a
resource room within each school,
facilitating the multiple media the
children need to explore their
expressions.
Montessori and Reggio
Meet in Kindergarten
These multiple forms of communication became the vehicle for a
Montessori kindergarten, deep in
the heart of Texas, to integrate Reggio Emilia concepts. For a long
time, this classroom had unwittingly incorporated some Reggio principles. Its teaching team works closely
together, each adult caring about
each child, while maintaining clearly defined areas of expertise. Clear
lines of responsibility are drawn and
redrawn, based on constant communication about observations of
children and their work.
Parents were already integral to
the classroom, because they are of
primary importance to the children.
Teachers invite parents to work in
the classroom, to read with children,
assist in snack preparation, and to
interact with their own children and
their children's friends. Children are
trusted to be responsible for their
own learning experience. Teachers
intervene only to prevent harm or
assist children in evaluating their
mastery of skills required to pursue
their line of inquiry.
How the Zoo Trip Emerged
Planning for a field trip to the
Dallas Zoo began during a language
experience session. The 5- and 6year-old kindergartners gathered
around the easel with large poster
paper and markers. The main objective of this group time was simply to
snails help the environment? Where
can we learn more?" Pick up on children's interests, and direct the questions accordingly.
It is also important to encourage
children to ask questions. Support
them as they seek answers through
observation, experimentation (when
appropriate), and by research, such
as interviewing "experts" and
searching through resource materials. Suggest that they record their
findings in drawings, photographs,
recordings, and/or dictations for
adults to write.
Capitalize on
children's interests.
Let the Curriculum Emerge
Teachers always have a wealth of
topics from which to choose for let's
find out centers. Many schools have
prescribed curriculum themes that
President’s Message
(continued from page 2)
group could track the success rate of
the children as well as the retention
rate of teachers in the area. Everyone
from across the nation would want
to see these programs and the results
of their data. This community
would become a model for the country! Wow, I hope someone takes that
challenge and runs with it!
Early childhood education is
being talked about more now than
ever. We must push for major
initiatives such as W.A.G.E. and
T.E.A.C.H. along with funding
from federal, state, and local government while the focus is still on our
lead to extraordinary discovery centers. Others rely on teacher choices.
However the curriculum is structured, a much richer learning environment will emerge when teachers
capitalize on children's interests.
Listen to what they talk about.
Observe what they find on the playground. See what themes are common in their pretend play. Stay
aware of community events, seasonal changes, holidays, and news
reports. Table 1 lists a few topics and
materials that are absorbing for
most young children.
All in all, discovery centers
accomplish two goals:
• They initiate curiosity within
children to learn more about
scientific and social concepts
and
• they extend knowledge at a level
children are able to comprehend.
Discovery areas in classrooms
enhance children's awareness and
inquiry. These skills eventually lead
children to transfer and apply their
industry. Attracting good people to
work in our programs and improving the wages and benefits of our
teachers is very important, but I feel
the issue of getting all early childhood teachers credentialed is critical. What a difference we would see
in the test scores of third graders if
every child had access to high-quality early childhood education.
Please know as SECA President I
will continue to fight for worthy
wages and benefits for early childhood teachers, but my passion is for
every individual working with children to have an educational credential and the knowledge that he or
she is a professional worthy of
respect and admiration.
DIMENSIONS OF EARLY CHILDHOOD
knowledge. Teaching strategies such
as let's find out centers assure experiential learning as children develop
and expand their knowledge and
concepts. Best of all, children and
adults find pleasure in them.
References
Bredekamp, S., & Copple, C. (1997).
Developmentally appropriate practice in
early childhood programs serving children
from birth through age 8. Washington,
DC: National Association for the Education of Young Children.
Charlesworth, R., & Lind, K. (1999).
Math and science for young children.
Albany, NY: Delmar.
Copley, J. (2000). The young child and
mathematics. Washington, DC: National Association for the Education of
Young Children.
Hendrick, J. (2003). Total learning, developmental curriculum for the young child
(6th ed.). Columbus: Merrill/PrenticeHall.
Katz, L., & Chard, S. (2000). Engaging
children's minds: The Project Approach.
Norwood, NJ: Ablex.
Piaget, J. (1978). Success and understanding. Cambridge, MA: Harvard University Press.
Photographers Needed
SECA is currently looking for creative
photographers to submit high-quality,
multicultural prints of young children
at play. Selected photos may be published in SECA’s journal, Dimensions of
Early Childhood, for which photographers will be paid.
For more information on this as well
as our photo guidelines, please contact
SECA directly at (501) 221-1648 or
(800) 305-7322. Photos may be sent to
SECA at the following address:
Southern Early Childhood Association
8500 W. Markham, Ste. 105
Little Rock, AR 72205
Office: (501) 221-1648
Fax: (501) 227-5297
Toll Free: (800) 305-7322
info@southernearlychildhood.org
WINTER 2003
27
Strategies to Support Children
Helium Balloons on the Ceiling
Nancy P. Alexander
Two floating heliumdren’s interest and took full
filled silvery Mylar® baladvantage of it.
loons, leftovers from a birthIn fact, projects generatday celebration earlier in the
ed by these balloons conday, fascinated children in
tinued for more than a
an early childhood classweek. Children made their
room. Resting lightly and
own books about balloons
motionless against the ceilusing a digital camera to
ing, they would dance, spin,
record the event, then
and bob as if by magic
dictated their stories into
whenever the air-conditiona recorder. A windy day
ing fan switched on. Their
outside stimulated the crebiscuit-like shapes made
ation and use of windsocks.
them even more responsive to
Oral language opportuniPhotograph courtesy of Nancy P. Alexander
the air currents than ordinary
ties developed from obserProjects generated by these balloons continued for more
balloons might have been.
vations of flags waving in
than a week. Children painted, made collages, and creAs the children observed
the breeze and stories of
ated flags, balloons, and other items related to their
the balloons’ movements, interest in moving air.
fans used at home. Chilthe teacher immediately recdren painted, made colognized the motivational value of this unexpected event.
lages, and created flags, balloons, and other items relatHer questioning helped children to understand why the
ed to their interest in moving air.
balloons were dancing. She helped children put their
Teachers can often pre-stage motivating events. But
thoughts into words with open-ended inquiries. The
how many unanticipated opportunities for wonderful disteacher further built upon the chance occurrence by postcoveries occur weekly in daily life with children? A wellponing her carefully planned art and science projects. organized classroom, a flexible schedule, and a ready
Instead, she substituted a pinwheel-making activity and
resource of learning opportunities help teachers respond
other related experiments with moving air. The seed
to and expand upon children’s curiosity. With sufficient
planting and crayon relief listed in her plan book could experience, teachers can and should make the most of the
wait until tomorrow—the children’s interests this day
teachable moments—planned and spontaneous!
Note: Permission is granted to reproduce this article to distribute
were on something else and she wanted to take full advanto parents or to use for staff developed provided credit is given to
tage of that interest.
SECA and Nancy P. Alexander.
A carefully planned day is crucial to a successful early
childhood program, but so is spontaneity and responding
to children’s interests. Because of her years of integrated
Nancy P. Alexander is Executive Director of Northwestern
curriculum planning that relied on a vast mental resource
State University Child and Family Network, in Shreveport,
of activities, this teacher was able to respond to the unexLouisiana. She is the author of Early Childhood Workshops That
pected event. She could adapt spontaneously and incorWork: The Essential Guide to Successful Training and Workshops
porate it successfully into the day’s learning experiences.
published by Gryphon House and is a frequent contributor of
articles and photographs to early childhood publications.
Because she was a careful observer, she noticed the chilShare your Strategies to Support Children with state and local leaders!
Submit practical articles, or requests for topics to be addressed in this column, to SECA.
28
WINTER 2003
DIMENSIONS OF EARLY CHILDHOOD
When did you last rethink your teaching practices? This Montessori
kindergarten teacher describes how the Reggio Emilia approach
influenced his classroom.
Hundred Language Zoo
Josh Thompson
Many books and stories, articles, and new ideas come
ic conjunction of forces and elements interacting toward
across a teacher's desk each year. Sometimes, an idea a common purpose" (Edwards et al., 1998, p. 68).
catches the eye, looks interesting and promising. More
This dependence upon relationships at a political
often, it gets filed away for future reference. Once in a
level inspired the success, through relationships, of each
while a new idea comes along just
successive layer of the program:
when a teacher and class are ready.
child with parent, parent with
Once in a while a new idea
Teachers seize the moment, impleteachers, teachers with child,
comes along just when a
ment the new strategy and, voila!
child with child, teachers with
teacher and class are ready.
extraordinary learning takes place.
teachers, and parents with parThat's just how it happened when
ents. "As a result, children disone Montessori kindergarten explored the Dallas Zoo cover how communication enhances the autonomy of
with a hundred languages, the Reggio Emilia way.
the individual and the peer group," concluded
The Hundred Languages of Children: The Reggio Emil- Malaguzzi (Edwards et al., 1998, p. 69).
ia Approach to Early Childhood Education (Edwards,
So how do these diverse elements communicate with
Gandini, & Forman, 1998) was picked up on a bookeach other? There is a way, in a top-down organizationtable at an early childhood education conference. The al structure, for the form to dictate the communication,
book was attractive because of the overt emphasis on
creating a linearity that may be efficient, though wholly
community, team teaching, and collaboration, all in an ineffective. In contrast, the Reggio Emilia community
effort to serve the child. This resonated with the author's promotes multiple forms of communication. This crepreferred type of classroom, where multiple adults par- ates a multiplicity of means to say the same thing, or, in
ticipate in the active life of a large, diverse classroom, some cases, the discovery that there is, in fact, one and
couched within a supportive school. Community only one way to express something; hence the hundred
involvement is central and core to the Reggio Emilia languages (see the poem by Loris Malaguzzi).
approach, but there was much, much more.
The process of discovery becomes the communal
property of the individual and the group. Like the formation of synapses in the developing brain, this road of
What Is Reggio Emilia?
discovery and communication may be used again.
Reggio Emilia is a city of 130,000 people in northern
The value placed on communication is clearly highItaly. For more than half a century, beginning within days
lighted
in the relationship between the school and the
after the end of World War II, this community has united behind its schools to communally care for young chil- home. Parents are primary educators of young children,
dren in a system of high-quality early childhood learning and the Reggio community builds upon this primacy by
environments. The founder and visionary of this promoting communication between parents and every
approach, Loris Malaguzzi, attributed the success of this element of the school.
approach to the commitment of the community infrastructure: "Relationship is the primary connecting
dimension of our system, however, understood not merely as a warm, protective envelope, but rather as a dynam-
Josh Thompson, Ph.D., is Lecturer, Early Childhood Education, University of Texas at Arlington. He holds an Elementary Montessori Certificate, American Montessori Society, and was the teacher of this kindergarten class.
DIMENSIONS OF EARLY CHILDHOOD
WINTER 2003
13
different characters’ perspectives.
They can even start to learn to base
their predictions on the characteristics of genres (Leu & Kinzer, 1999).
Most important of all, they can
experience the kind of involvement
with a story that enabled Sierra to
announce, “King Midas is in trouble!” and to later build upon her
previous learning to predict the
hare’s fate.
Myths and fables have involved
Thank You,
Reviewers
SECA expresses its appreciation
to these people who reviewed
the articles that appeared in the
Fall and Winter issues:
Nancy P. Alexander
Michelle Lucia Brener
Carolyn Spence Cagle
Barbara Cozza
R. Eleanor Duff
Tamara Evans
Janet Foster
Marci Guddemi
Stacy Larson
Deborah McLean-Nelson
Rebecca McMahon Giles
Carolyn Mitchell
Beth Nason Quick
Dean Richey
Jean Shaw
Dolores Stegelin
Bobbie G.Warash
Laverne Warner
Janette Wetsel
12
WINTER 2003
and captivated listeners for centuries. Count on their appeal to help
children learn to predict what will
happen next, in fiction and real life.
References
Barrentine, S.J. (1996). Engaging with
reading through interactive read
alouds. The Reading Teacher, 50(1), 3643.
Leu, D.J., & Kinzer, C.K. (1999). Effective
literacy instruction. Columbus, OH:
Merrill, Prentice-Hall.
Morrow, L. (1993). Literacy development in
the early years. Boston: Allyn & Bacon.
Shanahan, T., & Shanahan, S. (1997).
Character perspective charting: Helping children to develop a more complete conception of story. The Reading
Teacher, 50(8), 682-688.
Stewig, J.W., & Buege, C. (1994). Dramatizing literature in whole language classrooms. New York: Teachers College
Press.
Sutherland, Z., & Arbuthnot, M.H.
(1984). Children and books. Glenview,
IL: Scott, Foresman.
Trelease, J. (2000). The new read-aloud
handbook. New York: Penguin.
“If I only had to deal
with children, this job
would be great!”
4th Annual Director's Seminar
March 13-15, 2003
Join your fellow directors for networking, problem solving, and
education.The 4th annual Director's Seminar will be held during the
2003 SECA conference and promises to give you a chance to talk to
those "kindred souls" about issues unique to Directors. Registration
for the Director's Seminar includes:
• Registration for the general conference, including all
events open to participants, access to the exhibit hall
and all general sessions
• One educational tour (the Charleston tour requires an
additional fee of $20)
• Session on Friday with Pam Schiller
• Presentations on personnel management and working
with parents
• A seminar manual, including publications
• Networking, networking, networking!
Contact the SECA office at (800) 305-7322 for a
complete agenda for the Director's Seminar.
DIMENSIONS OF EARLY CHILDHOOD
What do you look for when choosing recent, diverse picture books for
toddlers? These excellent choices are matched with related themes to
explore during toddler story times.
Choosing Good Books for Toddlers
Cheryl G. Jones
Early childhood educators know that reading good
books to toddlers is a crucial part of developing early literacy skills. Many family child care providers and group
caregivers have come up with a number of innovative
ways to integrate books into the curriculum (Knoth,
1998; Kupetz & Green, 1997).
Keeping up with
new titles for chilReading good books
dren ages 14 to 36
is a crucial part
months old can be a
of early literacy.
daunting task. Few
bibliographies have
been published for this age range (Corsaro, 1998;
Ahlvers et al., 1999). Because busy educators often do
not have time to keep abreast of the wonderful new
books available, this article contains a list of 34 recommended titles published between 1993 and 2001, many
of which include diverse children. First, some guidelines
to help choose titles for toddlers.
Guidelines for Choosing Books
Veteran presenters of toddler story times—in libraries
and infant/toddler programs—often keep more than a
dozen children and caregivers happily occupied with
books. Here are a few tried-and true guidelines when
choosing books that engage toddlers. The story should...
• be brief and straightforward
• contain few concepts, all of which are within the children's comprehension or are familiar
• be written in a direct and simple style
• have illustrations that complement the text and are
not in conflict with it (Sutherland, 1997, p. 64).
Book Topics That Appeal to Toddlers
When selecting stories, it is essential to focus on concepts that appeal to this age group. Toddlers like anything
that reflects their world experience. Books that show chil-
dren's food, clothes, homes, yards, parks, means of transportation (or any big thing that GOES), or neighborhoods are likely to be hits. Physical accomplishments
such as children who can run, hop, jump, dress, brush
their teeth, or comb their hair invite imitation. Books
that show children involved in the daily routine of getting up, eating breakfast, and playing also are appealing.
Toddlers enjoy learning about other beings in their
world. They adore babies! For boisterous groups of toddlers, keep a few books on hand that feature babies—
toddlers just can't resist getting a closer look at these
books, and will sit still for at least a short time to absorb
them. Family life also intrigues young children. Introduce books about all types of families as well as family
celebrations, such as birthday parties or Chanukah meals.
Animals of all kinds
are popular and help
Toddlers adore
introduce toddlers to
babies!
a variety of ecosystems. Even though
children may never
have seen a tiger, a book about one will hold their interest. Although industrialized countries are no longer
agrarian, most Western parents introduce farm animals
early. Barnyard books that encourage children to make
animal sounds are always popular.
Words, Illustrations, and Formats
That Invite Interaction
Along with familiar concepts, toddlers love the play of
words. Rhymes and rhythms in books invite repetition
Cheryl G. Jones, MLS, is Education Librarian and Assistant
Professor, Department of Library Science, Southwest Missouri State University, Meyer Library, Springfield. She is also
a traditional storyteller.
DIMENSIONS OF EARLY CHILDHOOD
WINTER 2003
29
• How are the elements of each
page or of facing pages arranged?
The parts should have balance
and direction so that the illustration has both unity and
focus. (Sutherland, 1997, pp.
116-117)
Subjects and Predicates
Rhymes and rhythms in books invite repetition and help further a child's
language skills.
and help further children's language
skills. A number of the books listed
here present language in a playful
manner and use repetition skillfully.
Many toddler books invite readers' interaction through a figure that
appears on each page or doublepage spread, such as the little mouse
in Mama Cat Has Three Kittens
(Fleming, 1998). This adds to a
book's allure for toddlers, who love
the hide-and-seek aspects of these
illustrations.
It is wise to always be aware of
the artwork in books selected for a
family child care or classroom collection. Popular thinking connects
bright, shiny colors with toddlers,
but the youngest children enjoy pastels as much as they do bright colors. Toddlers appreciate almost any
kind of artwork, and now is the time
to introduce them to a wide variety
of styles.
The overall quality of the art in
children's books should reflect high
standards. Noted children's litera30
WINTER 2003
ture expert Zena Sutherland outlines criteria by which picture book
illustrations can be evaluated. These
are some of the questions she suggests that one should examine.
• Do the pictures reflect the
mood of the story, or do they
conflict with it? Do the pictures
have any details that conflict
with a textual statement? Do
the illustrations extend the text
without distracting from it?
• How does the artist use color? If
the colors are bold and brilliant,
do they suit the text that they
accompany, or have they simply
been splashed about, as colors
often are in mass-market books,
on the premise that the brighter
the page, the more it will attract
children?
• Does the artist use line effectively? Does the line express
movement, or is it static?
• Is the artist successful in handling shapes? Do the shapes fill
the page, or do they clutter it?
• Does the artist give texture to
the illustrations?
DIMENSIONS OF EARLY CHILDHOOD
The format of a book is crucial
when choosing for toddlers. Younger
toddlers like sturdy board books and
fabric books that they can handle,
chew, and drag around. They also
love to interact with their books.
Touch and feel classics such as Pat
the Bunny (Kunhardt, 2001) are still
available, and many new titles have
recently appeared, such as Touch and
Feel Farm (Crawford, 1998). These
are often touted as infant books, but
toddlers still enjoy them.
Hardback and paperback books
work well with older toddlers or
those who are more experienced
with books. All toddlers enjoy the
flap books that have a surprise on
each page. Eric Hill's Spot books
(1987) and Lucy Cousin's Maisy
books (1998) are enduring favorites.
The main rule for book length
is–keep it short! A longer story that
might be very popular with preschoolers can easily lose a toddler's
attention.
There are many wonderful books
for 14- to 36-month-old children,
but finding recent titles specifically
geared to this age can be difficult.
Finding books that depict children
from a variety of ethnic and cultural
backgrounds is even more problematical. This selected list of currently
available books that are suitable for
toddlers emphasizes titles that
include diverse children. A list of
themes is given for each title in
order to make it easy to match these
books to curriculum themes or story
hour programs.
looks like my turtle.
couldn’t be true
There’s no way he
because of the talkcould win a race
ing animals. This
against a rabbit!”
kind of story is called
In reading this
a fable, and a fable is
famous fable aloud,
meant to teach a lesthe teacher changed
son. Remember ‘The
his voice to sound
Boy Who Cried
pompous and disWolf’?”
agreeable
when
And the group
Subjects & Predicates
reading the rabbit’s Even an incorrect prediction can produce a good teaching opportunity.
went on about fables
“It
couldn’t
happen
that
way,”
gave
just
the
opening
needed
for
the
lines to convey that
and lessons, just as
this hare was con- teacher to scaffold children’s learning.
their teacher had
ceited about his
talked earlier in the
toise over the hare. But they were
running speed, clearly a foolish
year about fairy tales and happilybraggart who was entirely too sure still predicting, quite logically, that ever-after endings. “You pick up
speed would determine the winner clues as you listen to a story. Some
of himself.
In contrast, the tortoise’s voice of the race. So the ending didn’t clues, like the golden-touch clue, tell
click. Sierra and Jamail were shaking you what kind of trouble a character
was soft and pleasant. Clearly, the
teacher was trying to move his lis- their heads and frowning at the will have. Other clues tell you
teners toward favoring the underdog story’s end.
whether the story is real-life or a
Even
an
incorrect
prediction,
in this race.
folktale or a fable. All the different
It didn’t work. Even after the hare however, can produce a good teach- kinds of clues help you predict what
ing opportunity. Sierra’s muttered
boasted that he would take a nap
will happen.”
and still win the race, the kinder- statement, “It couldn’t happen that
Sierra listened. She seemed to be
way,”
gave
just
the
opening
needed.
garteners kept expecting him to
thinking about what her teacher had
“It
couldn’t
happen
that
way
in
wake up and dash past the tortoise.
explained.
real life,” her teacher said. “But this
By the end of the fable, children
Finally she said, “Well, if I’d
is
not
a
real-life
story.
You
know
it
preferred the personality of the torknown all about fables, I’d have predicted the rabbit was in as much
trouble as King Midas.”
Selected Myths and Fables
• • •
Craft, C. (1999). King Midas and the Golden Touch. New York: Morrow
Myths and fables need not be
Junior Books.
reserved for older children. KinderD’Aulaire, I., & D’Aulaire, E. (1980). D’Aulaires’ Book of Greek Myths.
garteners and preschoolers who have
New York: Doubleday.
been read to abundantly enjoy hearHague, M. (1985). Aesop’s Fables. New York: Holt, Rinehart, & Winston.
ing tales from these classic genres,
McCaughrean, G. (1993). Greek Myths. New York: Macmillan.
long before they can independently
McCaughrean, G. (1997). The Silver Treasure: Myths And Legends. New
read them. Myths and fables, howYork: Simon & Schuster.
ever, do offer opportunities for
Mountain, L., Crawley, S., & Fry, E. (1991). Heritage Readers. New York:
learning as well as pleasure.
McGraw-Hill, Wright Group, & Jamestown.
Whether they are read aloud or told
Pinkney, J. (2000). Aesop’s Fables. New York: SeaStar Books.
aloud, they offer teachers a chance
Stevens, J. (1984). The Tortoise and the Hare. New York: Holiday House.
to promote the comprehension skill
Stewig, J.W. (1999). King Midas: A Golden Tale. New York: Holiday
of predicting outcomes.
House.
Young children can learn to preYolen, J. (1995). A Sip of Aesop. New York: Scholastic.
dict at higher levels, sometimes from
DIMENSIONS OF EARLY CHILDHOOD
WINTER 2003
11
By spring of their kindergarten
year, these children had had months
of experience in interacting with
predictable books, as recommended
by Morrow (1993) and Stewig and
Buege (1994). They were ready for
some classic myths and legends, and
could comprehend the stories well
enough to predict outcomes most of
the time.
Consider their prediction in the
case of the myth about Arachne’s
pride in her weaving. Arachne
incurred Minerva’s wrath by saying
that she, a mere mortal, could spin
and weave better than the goddess
Minerva. When Minerva triumphed
over Arachne in a weaving contest,
Minerva told how she intended to
punish Arachne by turning her into
“a tiny weaver of webs.” Then the
clues began to fall into place for
these kindergarteners.
The children could predict what
Minerva was going to do to
Arachne. When they heard clues
such as “Itsy-bitsy creature ... eight
legs ... weaves web to trap food,”
they started to catch on. Many of
them had seen spider webs.
Sierra was the first to come up
with the prediction: “Minerva is
going to turn Arachne into a spider.” The others immediately
agreed and were proven correct at
the end of the myth.
Predicting From
Characters’ Perspectives
Fables offer good opportunities
for predicting, especially from the
perspectives of different characters
(Shanahan & Shanahan, 1997).
Consider “The Boy Who Cried
Wolf.” In this fable, the shepherd
boy fooled his friends the first and
second time with his false alarms.
But by the third time, they were
10
WINTER 2003
Bibliography
of Toddler Books
Nancy P. Alexander
By the end of the fable, children preferred the personality of the tortoise over
the hare. But they were still predicting, quite logically, that speed would determine the winner of the race.
determined not to be fooled again.
When the kindergarteners were
asked, “What do you think happened the third time he cried
WOLF?” these were the children’s
responses:
“Nobody came.”
“They wouldn’t be dumb enough
to believe him again.”
“He was on his own.”
Fables of gratitude were especially effective with these kindergarteners. In both “The Lion and the
Mouse” and “Androcles and the
Lion,” one good turn deserves
another. The characters who received
favors were grateful to their benefactors. They repaid kindness with
kindness. The children identified
easily with these characters, and had
no difficulty predicting the outcomes of these fables.
Fables of
gratitude were
especially effective.
Predicting Based on Genre
Although the kindergarteners
accurately predicted what would
DIMENSIONS OF EARLY CHILDHOOD
happen in “The Boy Who Cried
Wolf,” “The Lion and the Mouse,”
and “Androcles and the Lion,” they
had trouble with “The Tortoise and
the Hare.”
When that fable was introduced,
children were shown the hare and
tortoise in the illustration. “This
animal is called a hare in this fable,”
it was explained, pointing at the rabbit. “What is another name for it?”
The kindergarteners chorused,
“Rabbit.”
“And how about this tortoise?”
the teacher went on, pointing at the
turtle in the illustration. “What do
you call...” Before the question
could be finished, the children
shouted, “Turtle.”
The illustration showed the tortoise and the hare at the starting line
for their famous race. “Rabbits run
fast,” Sierra volunteered as she studied the picture.
“Yes, Sierra,” said her teacher,
“You noticed that the tortoise and
the hare look like they are about to
have a race.”
“The hare will win,” Jamail predicted.
Sierra nodded. “I have a turtle.
He’s slow. The tortoise in this story
Asch, Frank. (1998). Barnyard
lullaby. New York: Simon & Schuster. For those who enjoy singing,
this is a great book to introduce to
toddlers. It may be a bit long for the
youngest listeners, but seasoned storytime participants will eagerly
await each new adaptation of the
bedtime lullaby that makes the
rounds of the farmyard and keeps
the farmer awake. Older toddlers
won't miss out on the humor of the
fact that the farmer's loud admonition for the animals to "BE
QUIET" wakes up his own baby.
Themes: animal sounds, babies, bedtime, farms, fathers, mothers,
music.
Bailey, D. (1994). Grandpa.
Photographs by Susan Huszar.
Toronto: Annick Press. Color photographs show a series of diverse
children who talk about why they
love their grandfathers: "My grandpa
and I have lots of interesting talks."
Whether in wheelchairs, on toboggans, or reading books, these grandfathers clearly adore their grandchildren. This warm look at extended
family relations, coupled with the
small size of this book, makes it best
for one-on-one sharing. Look for
other titles in this Talk-About Books
series. Themes: families, grandfathers, diversity, playing.
Baker, K. (1994). Big fat hen.
New York: Harcourt, Brace. Six
intricately colored hens, their eggs,
and chicks illustrate the Mother
Goose rhyme, "One, two, buckle
my shoe." At the end of the rhyme,
all six hens are presented, as are their
eggs and chicks. Toddlers enjoy both
the rhyme and the opportunity to
chant numbers. Themes: baby animals, counting, hens, rhyming text.
Bang, M. (2000). When Sophie
gets angry—really, really angry. New
York: Scholastic/Blue Sky. When
Sophie's sister grabs her stuffed animal, Gorilla, her mother tells her it's
her sister's turn now, and Sophie
gets really, really angry. Vivid, powerful illustrations show Sophie's
"red, red roar" and subsequent race
to her favorite tree, where "the wide
world comforts her." When she
returns home, her family is glad to
see her and "everything's back
together again." This is a reassuring
book for toddlers, and an excellent
springboard for a discussion of how
to handle anger. Themes: anger, families, sisters.
Blos, J. (1998). Bedtime! Illustrated by Stephen Lambert. New
York: Simon & Schuster. Not yet
ready to go to bed, a little boy watches as, one-by-one, his grandmother
tucks three of his toy animals into
bed and kisses them. After she reads
them all a story, the boy decides to
go to bed as well. Soft, luminescent
chalk pastel illustrations complement the gently lulling text. Themes:
bedtime, families, grandmothers,
reading, stuffed animal toys.
Bowie, C.W. (1998). Busy toes.
Illustrated by Fred Willingham.
Dallas: Whispering Coyote, 1998.
This splendid book shows toes of
diverse babies, toddlers, and children as they splash, squish, dance,
hide in sand, push toys, and more.
The rhythmic language—"Splashing toes...squishing toes...and don't
forget the fishing toes"(pp. 12-15)—
keeps the reader turning the pages.
The large, expressive illustrations in
soft, deep colors are perfect for storytime viewing. Themes: diversity,
play, toes.
Brown, T. (1995, reprint from
1984 edition). Someone special, just
DIMENSIONS OF EARLY CHILDHOOD
like you. Photographs by Fran
Ortiz. New York: Holt, Rinehart &
Winston. Black and white photographs introduce a number of
young diverse children with disabilities who are engaged in familiar
activities such as going down slides,
wheeling into school, eating lunch,
and napping. Short descriptive
phrases and the emphasis on how
children enjoy the same things make
this a good choice for toddlers.
Themes: physical disabilities, play,
school, special needs, diversity.
Buck, N. (1998). How a baby
grows. Illustrated by Pamela
Paparone. New York: HarperFestival/HarperCollins. "This is the way
a baby speaks:/Cries, wiggles, puffs
her cheeks./These are the things a
baby hears:/Songs, whispers, claps,
cheers" (pp. 8-10). Bright, uncluttered (if a little flat) illustrations
show babies from different ethnic
groups engaging in a variety of
activities such as crying, sleeping,
and drinking from a bottle. This is a
good choice to encourage "point
and talk" interaction between caregiver and child. Toddlers will feel
oh-so-knowledgeable when they
recognize the many objects strewn
about the double-page spreads—
bottles, pull toys, a shoe, a teapot
with cups, and a rocking chair.
Themes: babies, diversity, rhymes.
Cain, S. (1998). Look out for the
big bad fish. Illustrated by Tanya
Linch. Waukesha, WI: Little Tiger
Press. Toddlers who are tired of
hearing "Wait 'til you're older!" will
love this book about a tadpole's
frustration with his inability to
jump. Lamb, Rabbit, and Grasshopper all show Tadpole how they jump
and reassure him that he will be able
to when he's older. By the time he
meets up with the Big Bad Fish, tad-
WINTER 2003
31
pole CAN jump—he's now a frog.
Bold, bright, wonderfully active
illustrations make this a perfect
choice for storytime for older toddlers. Themes: fish, frogs, grasshoppers, growing up, jumping, lambs,
metamorphosis, rabbits.
Capucilli, A. (1998). Bathtime
for Biscuit. Illustrated by Pat
Schories. New York: Harper Collins.
Appealing puppies, Biscuit and Puddles, want to play, not take a bath.
Toddlers will laugh at their antics
and enjoy pretending to be puppies
themselves during the story. Themes:
baby animals, baths, dogs, play.
Cohen, C.L. (1998). How many
fish? Illustrated by S.D. Schindler.
New York: Harper Trophy. Six little
feet and a big red pail scare away six
little ocean fish. Yellow fish, intent
on catching a shrimp, gets trapped
under the pail until "Two little feet"
dash away with it, sending "One
happy fish. One happy fish. One
happy fish on its way!" (pp. 22-23).
This book is a great way to show the
color red; however, the yellow fish
under the pail appears to be orange
in the paperback version. Themes:
counting, colors, fish, oceans,
rhyming text.
Cowen-Fletcher, J. (1993). Mama
zooms. New York: Scholastic. A
young boy pretends he is a jockey,
train engineer, cowboy, and more
when he rides with his mother in
her wheelchair. "Mama zooms
me/down a smooth sidewalk/and
she's my/race car./Mama zooms
me/fast down ramps./We love
ramps!" (pp. 10-12). Oversized colored pencil and pastel illustrations
make this a perfect choice for group
story times. Themes: families, imagination, mothers, physical disabilities, play, special needs.
Cummings, P. (1998). My aunt
32
WINTER 2003
came back. New York: Harper
Collins. A young African American
girl's aunt brings her presents from
all the places she's traveled. Finally,
she takes her niece along. The
rhyming text and highly-patterned
pictures will appeal to older babies
as well as toddlers. Themes: African
American families, aunts, families,
rhyming text, travel.
Davis, K. (1998). Who hops?
New York: Harcourt Brace. Large,
simply-drawn animals and bugs
drawn in almost fluorescent colors
practically leap off the pages of this
humorous book that lists creatures
that hop, fly, slither, swim, and
crawl. Davis slyly adds a creature
(drawn with a shocked expression)
at the end of each list that decidedly
doesn't do the action. ("Who flies?
Birds fly. Bats fly. Flies fly. Rhinos
fly.") This is followed by a page stating "NO THEY DON'T!" Toddlers
and adults will appreciate the
humor in this book. Themes: animals, crawling, flying, hopping,
slithering, swimming.
Demarest, C. (1998). Farmer
Nat. New York: Harcourt Brace Red
Wagon Books. Toddlers love to guess
who is under the flap—by using the
rhyming clues given on each doublepage spread—as Farmer Nat performs his morning chores. Bold,
deeply-colored illustrations are large
enough for toddlers or babies to see
during storytimes. The animal
sounds that make up each clue make
this a hit. Themes: animal sounds,
farms, farm animals, rhyming text.
Dunbar, J. (1998). Baby bird.
Illustrated by Russell Ayto. Cambridge, MA: Candlewick Press.
Baby Bird has some harrowing experiences when he falls out of his nest.
He perseveres, however, and finally
learns how to fly. Themes: birds,
DIMENSIONS OF EARLY CHILDHOOD
babies, flying, learning something
new.
Dwight, L. (1998). We can do it!
New York: Checkerboard. In five
separate photoessays, readers meet
Gina, David, Jewel, Emiliano, and
Sarah. Each is a child with special
needs—spinal bifida, Down syndrome, cerebral palsy, or blindness.
Each tells the reader "I can do lots of
things," and the photographs show
just what these cheerful children can
do! Although the book is too long for
most toddlers, the individual photoessays with their large, engaging
photographs, are just right. Themes:
blindness, cerebral palsy, Down syndrome, families, friendship, physical
disabilities, play, school, self-confidence, special needs.
Fleming, D. (1998). Mama cat
has three kittens. New York: Henry
Holt. Two of Mama cat's kittens
copy everything she does, but Boris
continues napping—until his mom
and siblings curl up to nap. This
great introduction to creative pretend play will, with some encouragement, have toddlers washing
their "paws," walking carefully on
stone walls, chasing leaves, and digging in the sand along with Mama
cat and her crew. Fleming's large,
bright stencil paintings wow toddlers. Children have fun searching
for the gray mouse who appears on
every double-page spread as well as
for the many bugs that Fleming
includes in her artwork. Themes:
baby animals, cats, kittens, napping,
mimicking.
Fox, M. (2000). Harriet, you'll
drive me wild. Illustrated by Marla
Frazee. New York: Harcourt. After a
series of mishaps, Harriet's patient
mother finally loses her cool and
yells. She apologizes to Harriet: "I'm
sorry, too. I shouldn't have yelled,
“What do you think will happen next?” Sometimes, even without
asking this question, children learn to predict story outcomes when
they hear, and learn from, myths and fables.
Predicting With Myths and Fables:
“King Midas is in trouble!”
Lee Mountain
Why have myths and fables lasted so long in litera“Because he can’t eat gold.” Sierra crossed her arms
ture traditions around the world? They are captivating and sat back.
stories, especially when delivered orally! Whether teach“Maybe he could get somebody to feed him,” said
ers and families prefer to read aloud on the advice of Tre- Jamail.
lease (2000) or to tell aloud in the storyteller tradition
“No.” Sierra was firm. “The food would touch his
(Sutherland & Arbuthnot, 1984), adults enchant young
mouth. Then it would turn to gold. He’s in big trouble.”
children with myths and fables.
The group considered Sierra’s prediction. Others
The myth of King Midas held the attention of one joined her in anticipating trouble for King Midas. The
group of kindergarteners so firmly that children further group even agreed in advance about what was likely to
developed their skills in predicting outhappen when his daughter hugged
comes of stories. The examples in this
him. They were pleased with themMyths and fables are
article are drawn from the author’s
selves for seeing what was coming:
captivating stories!
experience with one kindergarten class.
When King Midas’ daughter hugged
“King Midas had the golden touch,”
him, she turned into a golden statue.
the teacher said as he held up the book and pointed to
the picture of the king in his garden. “Everything King Beyond Folktales:
Midas touched turned to gold. He picked an apple.” A
Predicting at a Higher Level
pause in the reading gave children the opportunity to
digest this information, and study the illustrations. SierMyths like the Midas story offer opportunities for
ra, Jamail, and Ann were gazing at the picture of Midas children to interact and predict at a higher level than
reaching up to the lowest branch of an apple tree. “What folktales (Barrentine, 1996). By the beginning of their
do you think happened to the apple?” the teacher asked. kindergarten year, this group of children already had
“He took a bite,” Jamail offered.
learned to chorus the refrains of familiar, predictable
Sierra frowned.
tales such as “The Gingerbread Man” and “The Three
“He peeled the apple,” suggested Ann.
Little Pigs.” After hearing “The Frog Prince,” “CinSierra shook her head. “It turned to gold,” she stated. derella,” “The Princess and the Pea,” and “Snow
“The apple turned to gold,” her teacher agreed, nod- White,” the children could predict that each princeding, and then read on. “For a moment, King Midas was and-princess pair would live happily ever after—a shaky
pleased because he loved gold. But he was hungry. He
prediction perhaps, but correct for the literary genre.
went to the royal kitchen and picked up a roll.” Again
there was a pause.
“It’s going to turn to gold too,” Sierra burst out. Lee Mountain, Ed.D., is Professor, Curriculum and Instruc“King Midas is in trouble!”
tion Department, College of Education, University of
“Why?”
Houston, Houston, Texas.
DIMENSIONS OF EARLY CHILDHOOD
WINTER 2003
9
places an empty milk carton
ness of their results (Bezuk,
between a train engine and
1988). Furthermore, includcaboose. Children place
ing fractions in the early
pencils or other objects
childhood mathematics curbetween two cartons to
riculum increases children's
divide the train into halves,
current understanding of the
thirds, and fourths.
world around them and proGraham Cracker Fracvides the necessary knowltions Children break whole
edge and skills for more
crackers apart at the separaadvanced interaction with
tion marks and identify the
fractions later in life.
parts. Depending upon the
brand, crackers will be sepaReferences
rated in thirds or fourths.
Bezuk, N.S. (1988). Fractions in
the early childhood matheWhat Part of 10? Mark
matics curriculum. Arithmetic
off 10 feet or meters. ChilTeacher, 35(6), 56-60.
dren estimate distance (oneBredekamp, S., & Copple, C.
half, one-third, and one(1997). Developmentally
fourth) along the designated
appropriate practice in early
childhood programs (Rev. ed.).
path.
Washington, DC: National
Necklaces Children cut
Association for the Education
brightly colored straws into
of Young Children.
fractional pieces and string
Cathcart, W.G., Pothier, Y.M.,
to make a necklace. Tape
Vance, J.H., & Bezuk, N.S.
(2001). Learning mathematics
yarn ends for safety when
in elementary and middle
placing around children's
schools (2nd ed.). Upper Sadnecks.
Nancy P. Alexander
dle River, NJ: Merrill.
One of the primary concerns in teaching young children
• • •
Friedman, M. (Ed.) (1998-99).
The Principles and Stan- about fractions is the recognized need to provide them
NCTM goals, leaders, and position statements. Reston, VA:
dards for School Mathemat- with both the concepts and the vocabulary needed to
discuss the ideas related to fractional parts.
National Council of Teachers
ics' expectation that children
of Mathematics.
in prekindergarten through
manipulatives are not used to their Katz, L., & Chard, S. (2000). Engaging
grade 2 should "understand and full advantage and/or are abandoned
children's minds: The project approach
represent commonly used fractions,
(2nd ed.). Stamford, CT: Ablex.
prematurely. And, lastly, students
National Council of Teachers of Mathesuch as 1/4, 1/3, and 1/2" (NCTM,
are frequently asked to perform
matics. (2000). Principles and standards
2000, p. 78) is prompting early
abstract procedures before they fully
for school mathematics. Reston, VA:
childhood teachers to increase expe- understand them.
Author.
riences with and exposure to fracNichols, D. (1993). Math concept books:
Concepts associated with fractions for children ages 5 to 8.
What we have, what we need. School
tions must be developed in early
Library Journal, 39(12), 41-42.
Bezuk (1988), however, cites sevchildhood using meaningful comparPayne,
J. (Ed.) (1990). Mathematics for the
eral possible reasons for children's ison and equivalence activities in
young child. Reston, VA: National
apparent lack of understanding of order for these children, when they
Council of Teachers of Mathematics.
fractions despite early instruction. are in the upper elementary grades,
Van de Walle, J.A. (1998). Elementary and
First, teachers tend to spend insuffimiddle school mathematics: Teaching
to successfully perform operations on
developmentally. NY: Addison-Wesley
cient time cultivating a dependable fractions and assess the reasonableLongman.
concept of fractions. Second,
Notice to
SECA Members
8
WINTER 2003
If you do not wish to have your name appear on SECA’s rented list, please
contact the SECA office at 800-305-7322 or (501) 221-1648.
DIMENSIONS OF EARLY CHILDHOOD
and I wish I hadn't. But
cussed. As two children
sometimes it happens, just
watch and play with a
like that" (p. 26). Her reasrabbit, they wonder "But
suring, full-body hug as
what does the rabbit say?"
well as her laughter when
The book ends: "Rabbit
Harriet looks at hundreds
makes no peep or call.
of pillow feathers and says
And still we love him best
"Big mess!" reassures older
of all." Themes: animal
toddlers, who undoubtedly
sounds, pets, rabbits,
have gone through similar
rhyming verse.
incidents. Highly expresHines, A.G. (1998).
sive watercolor illustrations
What can you do in the
show the changing moods
rain? Illustrated by
of both Harriet and her
Thea Kliros. New York:
mom. Themes: accidents,
Greenwillow/William
anger, love, mothers.
Morrow. What can a
Gentieu, P. (2000).
toddler do in the rain?
Grow! Babies! New York:
"Hear it patter./Feel it
Crown. Gentieu's color
fall./Catch a bucketful./
photographs of 20 diverse
Mix a mud pie" (pp. 2babies are set against a
8). Realistically drawn,
Photograph courtesy of Child Development Center,
Southwest Missouri State University
white background to show
uncluttered watercolor
Younger toddlers like sturdy board books and fabric books
the growth of a child from that they can handle, chew, and drag around. They also love
illustrations show indibirth through age 1. For to interact with their books.
vidual toddlers of diverse
"At four months, you can
ethnic backgrounds as
hold yourself up on your
each enjoys a different
exemplify
a
letter
of
the
alphabet.
A
tummy," a double-page spread
activity in the rain. Three other
shows 19 babies in a row, all on their girl holds a kite, and above her the board books in the series follow the
letters Kk float in an orange square; same pattern (What Can You Do in
tummies, and is highlighted by a
large photo of one child on her below is the word Kite. Most of the
the Sun? What Can You Do in the
diverse
children
pictured,
who
range
tummy. Text on the side gives some
Snow? and What Can You Do in the
from
ages
2
to
8,
have
Down
syncharacteristics of a 4-month old.
Wind?). Themes: clothing, five sensUnfortunately, not all the facts about drome. Although this book can be es, rain, play, diversity, weather.
babies' developmental progress are used to introduce the alphabet, it
Hutchins, P. (1993). My best
correct in this book. But toddlers provides toddlers with a gentle friend. New York: Greenwillow. A
are almost universally fascinated introduction to children with spe- young preschooler recounts how
cial needs as well, showing that they
with babies, and this will keep them
"My best friend knows how to run
busy looking! Pair it with Gentieu's enjoy the same things that all chilfaster...and climb higher...and jump
dren
enjoy.
Look
for
Girnis'
comother titles, Wow! Babies! or Baby!
farther than anyone." But when her
Talk! Themes: babies, growing up, panion book 1,2,3 for You and Me. friend comes to spend the night and
Themes: alphabet, Down syndrome, is afraid of the billowing curtain by
diversity.
play, special needs.
Girnis, M. (2000). ABC for you
the bed, she is glad to reassure her
Hall, J. (2000). What does the
and me. Photographs by S.L.
and close the window. And isn't
rabbit
say?
Illustrated
by
Reg
Green. Morton Grove, IL: Whitthat what friends are for? The
man. In a simple format that appeals Cartwright. New York: Doubleday. In bright, large gouache paintings
to toddlers, color photographs rhyming verse accompanied by flat, make this a good selection for large
placed on stark white pages show deeply-colored, collage-like paintings, groups. Themes: bedtime, friends,
children with various objects that the sounds animals make are disdiversity, play.
DIMENSIONS OF EARLY CHILDHOOD
WINTER 2003
33
Kopper, L. (2000). Daisy's
babies. New York: Dutton. Daisy,
her three puppies, and Baby try a
number of activities before finding
one that they all enjoy—emptying
Mommy's purse and trying out her
make-up. Large, softly-colored illustrations have just the right amount
of detail to appeal to infants and
toddlers—and enough humor to
amuse adults! Try Daisy Is a Mommy
as well. Themes: babies, puppies,
dogs, play, eating.
Miller, M. (1998). What's on
my head? New York: Simon &
Schuster. In this Look Baby! board
book version, Miller's photos of
diverse babies' faces—some smiling, some serious—are placed
against white backgrounds that set
off their headgear. Babies and toddlers find humor in the photos of a
beanbag frog and dog, a rubber
ducky, and a giant bow perched on
babies' heads included along with
more traditional hats. Themes:
babies, hats, humor, diversity.
Onyefulu, I. (1995). Emeka's
gift: An African counting story.
New York: Cobblehill/Dutton. On
his way to visit his grandmother in
rural Nigeria, Emeka looks at a
number of things that he would
like to give her, but he has no
money. Grandmother reassures him
with a big hug, saying "Child,
you're the best present of all!" Most
toddlers won't be ready for the
counting concepts presented here,
but the brightly-colored photographs hold their attention.
Onyefulu has chosen Nigerian subjects that are familiar enough for
2-year-olds to recognize—grass
brooms, hats, necklaces—even 10
of Emeka's cousins! Themes: children, gifts, grandmothers, families,
multicultural, Nigeria, travel.
34
WINTER 2003
Petricic, D. (1997). The enormous potato. Buffalo, NY: Kids Can
Press. This version of "The Enormous Turnip" shows a farmer who
enlists the help of his family and pets
to pull an enormous potato out of
the ground. Visit a potato farm or get
a potato with the vine still attached
(available if you ask at a local farmer's
market) to show children before
reading the story. Themes: families,
farmers, potatoes, vegetables.
Rabe, B. (1991, reprint from
1988 edition). Where's Chimpy?
Photographs by D. Schmidt. New
York: Whitman. Misty, a preschooler with Down syndrome, can't go to
sleep without her toy monkey,
Chimpy. She and her Daddy look in
all the places she has been that day
and finally find Chimpy. Large color
photographs invite older toddlers to
join in the hunt. Themes: bedtime,
Down syndrome, fathers, monkeys,
special needs, toys.
Simmons, J. (1997). Come along,
Daisy. New York: Little, Brown.
Daisy is too busy watching fish,
chasing dragonflies, and bouncing
on lily pads to heed her mother's
warning to "stay close." When Daisy
loses Mama, everything in her world
becomes scary. Toddlers enjoy the
mild suspense created by this tale as
much as the large, evocative watercolors that bring Daisy to life. Look
for other delightful Daisy titles, such
as Daisy and the Beastie. Themes:
baby animals, ducks, frogs, mothers,
pond life.
Siomades, L. (2000). Three little
kittens. Honesdale, PA: Boyds Mill
Press. Bright, collage-like watercolor
illustrations reminiscent of finger
paintings show three very colorful
little kittens in this retelling of a
popular nursery rhyme. Toddlers
enjoy following the antics of two lit-
DIMENSIONS OF EARLY CHILDHOOD
tle mice who appear on each double-page spread, as well as the
unique ending to the rhyme as a
shocked Mama says, "Now where,
oh where, is the pie?" The satisfying
end shows the kittens happily eating
pie, with the mice ready to eat some
as well. Themes: baby animals, cats,
kittens, losing things, mice, rhymes.
Smith, M. (2000). Dear Daisy,
get well soon. New York: Crown.
Daisy has the chicken pox, and Peter
sends her gifts each day (one card,
two bunches of flowers) until she
gets better. An elephant, zebras, hippos, and other exotic animals march
the gifts over to Daisy, who we see in
her room through her window, just
across the yard from Peter's room.
Exuberantly-colored double-page
spreads include plenty of details for
older toddlers to pore over. Themes:
animals, days of the week, friendship, illness, numbers.
Taylor, A. (1999). Baby dance.
Illustrated by Marjorie van Heerden. New York: HarperFestival/
HarperCollins. While her mother
sleeps on the couch, a young, beribboned African American baby
delights in singing and dancing with
her adoring father. This board book
is illustrated with bright background
colors that set off the swirling and
twirling motions of father and
daughter. Themes: African Americans, babies, daughters, dancing,
families, fathers, play, rhymes.
Uff, C. (1999). Hello, Lulu. New
York: Walker. Simple text and large,
vibrantly colored illustrations introduce Lulu and her world. "This is
Lulu's baby brother. He can say 'lu-lu
lu-lu'." Readers meet Lulu's diverse
family, her pets, and her friends, as
well as learn about the things she
likes (the color red, snack time at
grandma's house). Toddlers enjoy
Sponge Printing Cut sponges
into halves, thirds, and fourths while
discussing the fractional pieces being
made. Children use the pieces with
tempera paint for printing.
Paper Parts Children fold three
separate pieces of white paper in
halves, thirds, and fourths. They
then label one part of each paper
and color it.
Make a Map Children make a
map of their classroom, playground,
or school. Discuss the location of
various points or objects using fractional terms (i.e., one-third of the
playground has grass, half of the
classroom has carpet).
Set Models
Natural Parts Go for a walk to
identify items in nature that have
equal parts (i.e., a flower with four
petals, a clover with three leaves).
Life-Saving Fractions Children
work in small groups, each of which
has a roll of multi-colored LifeSavers® candy. Children remove the
outer paper label and press the foil
firmly around the roll so they can
count the individual pieces of candy.
Have children work cooperatively to
determine the fractional part of the
roll one piece of candy would be ...
two pieces ... etc. Then, have children remove the foil to see the various colors of candy in the roll. Have
them count the different colors and
group them to determine the fractional part that each color represents.
Egg Carton Fractions After
washing foam egg cartons in a dishwasher, children take one whole bottom portion of an egg carton and
several bottoms that have been cut
into various fractional parts (halves,
thirds, fourths, sixths). They stack
these pieces together to compare (i.e.,
one half is equal to three sixths).
Measurement Models
People Lines Small groups of
children lie on the floor to form
straight lines. Identify which part of
the whole each child represents. For
example, if Samantha, Marita, and
Jose lay head-to-toe to form a line,
Samantha would be one-third of the
line, while Samantha and Marita
together would be two-thirds of the
line.
Milk Carton Trains Each child
Fractions in Children's Literature
Apple Fractions by Jerry Pallotta. Illustrated by Rob Bolster (2002, Scholastic). In
this book by The Hershey's® Milk Chocolate Fractions Book author, the realistic,
brightly colored illustrations show an apple divided into 1/3, 1/4, and more. Interesting facts about several apple varieties are shared, and the concept of adding fractions is introduced.
Each Orange Had 8 Slices by Paul Giganti, Jr. Illustrated by Donald Crews. (1999,
Mulberry). This original counting book uses familiar objects to introduce beginning
math concepts and reinforce visual literacy. Dynamic illustrations combine with simple, yet challenging questions to stimulate young learners to move beyond simple
counting to more complex mathematical tasks.
Eating Fractions by Bruce McMillan (1991, Scholastic). Photographs of two boys
and a dog who learn the meaning behind the symbols for a half, a third, and a quarter while sharing a lunch of pizza, rolls, strawberry pie, and bananas. Recipes are
included.
Gator Pie by Louise Matthews (1995, Sundance Publications). The alligators in this
story want to share a pie. One-by-one, page-by-page, gators keep coming! With
each new arrival, the pie must be re-divided to ensure equal portions until there are
eventually 100 alligators who all want a piece of pie.
Give Me Half! (1996, Harper Trophy). Splitting things in half may seem like an easy
thing to do, but when two siblings and a pizza are involved, things can get messy.
Children learn about fractions at school, but fractions are also an important part of
everyday life outside the classroom.
Fraction Action by Loreen Leedy (1996, Holiday House). In this book, which combines cartoon-like, color illustrations and understandable text, Miss Prime and her
animal students explore fractions by finding many examples in the world around
them.
Jump, Kangaroo, Jump by Stuart J. Murphy. Illustrated by Kevin O'Malley. (1999,
Harper Collins). During a field day, a group of 12 Australian animal campers splits
into halves for a tug of war, thirds for a swim meet, and fourths for a canoe race. The
simple story line presents a real-world application of fractions and division, neatly
reinforced by O'Malley's expressive illustrations. Related activities are suggested.
More M&M's® Brand Chocolate Candies Math by Barbara Barbieri McGrath. Illustrated by Roger Glass. (1998, Charlesbridge). This fun-filled book takes math skills to
the next level, teaching estimation, simple graphing, multiplication, factoring, problem-solving, division, and simple fractions—all using M&Ms®.
Rabbit and Hare Divide an Apple by Harriet Ziefelt. Illustrated by Emily Bolam.
(1998, Puffin). Hare tries to divide an apple in half so he and Rabbit can share it, but
he breaks it unevenly. They both want the bigger piece. Will they ever find a way to
share the apple?
The Half-Birthday Party by Charlotte Pomerantz. Illustrated by Dyanne DisalvoRyan. When Daniel's 6-month-old sister Katie stands by herself for the first time, he
decides to give her a half-birthday party. Daniel invites Mom, Dad, Grandma, and the
neighbors, asking each of them to bring half of a present.
The Hershey's® Milk Chocolate Fractions Book by Jerry Palotta and Robert C.
Bolster (1999, Cartwheel). Open the wrapper, and what do you see? A Hershey's®
Milk Chocolate Bar is made up of 12 little rectangles that provide the perfect opportunity to teach fractions! A bunch of comical cows, some cocoa pods, and stalks of
sugar cane join the fraction fun.
DIMENSIONS OF EARLY CHILDHOOD
WINTER 2003
7
fraction concepts using the measurement model by folding, marking, or
cutting paper strips, ribbon, tape,
string, or other materials into halves,
thirds, or fourths. Measurement
model experiences should lead children to the realization that when
comparing two unit fractions, the
one with the smaller number of parts
results in the larger fractional piece
(Cathcart et al., 2001).
The remainder of this article contains several suggestions for incorporating experiences related to each
fraction model into early childhood
classrooms. Taking into account the
range of ages and varying abilities of
young learners, these ideas are purposely presented in a general openended format to allow for adaptation. They can be presented as
opportunities for independent
exploration, fully developed into
introductory lessons, or used as
either reinforcement or enrichment
activities according to children's
individual skills and needs. Teachers
are encouraged to have children be
involved in every step of the activity,
such as drawing or cutting, whenever possible.
Children's Constructivist
Experiences With
Fraction Models
Region Models
Eyeing Equal Parts Children learn
to identify equal parts. Draw vertical and horizontal lines on three separate index cards to create two,
three, and four equal parts. Make
another set of cards to illustrate two,
three, and four unequal parts. Put
all cards in a bag or box. Individual
children choose a card and identify
the parts as equal or unequal. The
cards can be sorted into two groups
6
WINTER 2003
Subjects & Predicates
Mathematical literacy hinges on abilities to reason and prove, make connections, communicate, represent, and solve problems. To develop mathematical
literacy, young children need to actively construct their own knowledge in an
environment that encourages them to verbalize their thoughts and ideas.
using yarn circles. They may also be
glued on paper to make a bar graph.
Seeing Fractions Use yarn or
string to divide classroom objects
(books, toys, windows, table tops)
into various fractional parts (halves,
thirds, fourths) to stimulate discussion. Children could also place a
mirror on top of an object to reflect
two equal parts.
Puzzle Squares Cut four identical large squares from poster board.
Cut one square in half, one square
in thirds, and one square in fourths.
Place the whole square on the table
and all of the pieces in a container.
Children identify the correct fractional pieces needed to cover the
whole square.
Paper Plate Halves Draw one
shape (star, square, heart, crescent,
circle, oval, diamond, triangle, rectangle, and pentagon) in the middle
of 10 different plates. Cut each plate
in half. Children match the halves
to make a whole. For a three-dimenDIMENSIONS OF EARLY CHILDHOOD
sional twist, cut various safe items (a
dry sponge, a cereal box, an empty
soft plastic bottle, and other items
with no sharp edges) in half for children to match.
Car Parts Cut pictures of cars,
trucks, and vans from magazines or
brochures obtained from local car
dealerships. Glue each picture onto a
large index card, and cut into two,
three, or four equal parts. Children
put the vehicles back together. This
activity can also be done with faces or
any other item with familiar sections.
Fraction Cards Make a set of
cards showing shapes divided into a
variety of equal parts. Children use
them to match fractions (i.e., a circle
divided in half and a square divided
in half would be an acceptable
match) or to play concentration.
Fractional Feast Children locate
food pictures in magazines and cut
or tear them out. Cut each picture
into equal portions (halves, thirds,
or fourths) and glue to paper plates.
this cheerful and reassuring book.
Themes: family, friends, diversity.
Walsh, M. (2000). Do donkeys
dance? New York: Houghton Mifflin. "Do pigs buzz around flowers?
No, bees buzz around flowers."
Each double-page spread asks or
answers a question about animals,
allowing toddlers to come up with
their own answers. "Do chickens
swim underwater?" might lead to a
number of answers—turn the page,
and there are some colorful fish. The
bright, deep watercolors are simply
drawn and just goofy enough to
appeal to toddlers (four tiny, smiling
pigs circle a large coral and orange
flower, for example). Themes: airplanes, animals, bats, bees, cats,
chickens, children, donkeys, fish,
flamingoes, fleas, kangaroos, ladybugs, pigs, turtles.
Wells, R. (1998). The bear went
over the mountain. New York:
Scholastic. Bold, cheery illustrations
provide a fun accompaniment to
verses of the well-known song in
this board book. Designed to let
children "read" the song as they turn
the pages, the large pictures will also
make this fun for story time.
Themes: bears, songs, spring, summer, music.
Whippo, W. (2000). Little white
duck. Illustrated by Joan Paley.
Music by Bernard Zaritzky. New
York: Little, Brown. A little white
duck takes a bite out of a lily pad, a
frog goes swimming, a bug floats on
his back, and a red snake scares them
all away in this classic children's
song. Bright, bold collages jump off
the pages in this colorful depiction
of the action. Themes: bugs, children's songs, ducks, frogs, pond life,
rhyming text, snakes, music.
Williams, V. (1997 board book
from 1990 hardback). More, more,
more said the baby. New York:
William Morrow Tupelo Books.
Vibrant gouache paintings show
three babies who are swung in the
air, coddled, and rocked as adults
play with them. Toddlers delight in
the rhythmic language and the obvious love of parent/grandparent and
child. Use the 1990 hardback version with groups. The board book
version will invite toddlers to
explore the pictures on their own.
Themes: families, fathers, mothers,
grandmothers, diversity, multiracial
families, play.
Wilner, Isabel (Ed.). (2000). The
baby's game book. Illustrated by
Sam Williams. Greenwillow/HarperCollins. Thirty-five rhymes for
babies and young toddlers are illustrated with soft, yet bright, watercolors. Brief instructions show how
to clap, tickle, and bounce with
baby. Themes: babies, games, diversity, rhymes, play.
Wilson-Max, K. Max's starry
night. (2001). New York: Jump-atthe-Sun/Hyperion. Large, boldlyoutlined gouache illustrations show
Max (an African American preschooler in overalls) and his friends
Little Pink (a bright fuchsia pig) and
Big Blue (a sky-blue elephant) as
they venture outside to enjoy a starry night. But Big Blue is afraid of
the dark and soon goes inside. Toddlers and preschoolers will appreciate Max's efforts to make Big Blue
feel better. He fills the bedroom
with paper stars hung from the ceiling. Look for Max flap books such
as Max Loves Sunflowers (1998) and
Max's Money (1999) as well. Themes:
bedtime, fear, friendship, diversity,
nighttime, stars.
Zolotow, C. (2000). Do you
know what I'll do? Illustrated by
Javaka Steptoe. New York: Harper-
DIMENSIONS OF EARLY CHILDHOOD
Collins. In this newly illustrated
classic, an older sister tells her
brother all the things she'll do for
him by asking and answering a
series of questions. "Do you know
what I'll do at the party?/I'll bring
you a piece of cake/with the candle
still in it." Bright, bold photo-collage illustrations made from painted
wood and cardboard and adorned
with 3-dimensional objects show
the love between these African
American siblings. Accompany this
story with simple objects such as a
seashell, teddy bear, pillow, and a
pail. Themes: African American
families, brothers, families, gifts,
sisters, diversity.
Conclusion
The books listed here can help
augment and update a toddler collection. More than 9,000 new children's books are published each
year, so it can be difficult for early
childhood educators to keep current
with high-quality titles. Fortunately,
there are some helpful resources.
Children's librarians at public
libraries, and good book stores, can
direct patrons to new toddler titles.
Many libraries subscribe to the Children's Literature Comprehensive
Database (CLCD), which provides
reviews of children's books and can
be searched according to age levels.
Online bookstores provide book
reviews for the titles they sell. These
too can be searched by age level.
Perhaps the best way to learn
about excellent titles is to discuss
books with other educators. Make a
point of doing so when attending
regional, state, or national conferences. Go to sessions that focus on
books. These professional development opportunities are enjoyable
ways to keep up with the latest offerWINTER 2003
35
ings. In the end, finding good books
for toddlers is worth all the effort!
References
Ahlvers, A., Ash-Geisler, V., Carleton, P.,
Carlson, A., Finkbeiner, A., Latronica,
S., Lewis, S., & Lupa, R. (1999).
Timely titles for toddlers: A recommended books list. Journal of youth services in libraries, 12(3), 17-18.
Corsaro, J. (1998). Books for babies. Book
Links, 7(6), 25-30.
Cousins, L. (1998). Maisy at the farm.
Boston, MA: Candlewick.
Crawford, A. (1998) Touch and feel farm.
London: Dorling Kindersley.
Hill, E. (1987). Spot goes to the farm. New
York: Putnam.
Knoth, M.V. (1998). Reading aloud to
very young children. Book Links,7(6),
22-24.
Kunhardt, D. (2001). Pat the bunny. New
York: Golden Books.
Kupetz, B., & Green, E.J. (1997). Sharing
books with infants and toddlers: Facing
the challenges. Young Children, 52(2),
22-27.
Sutherland, Z. (1997). Children and books
(9th ed.). New York: Addison Wesley.
Special Events at SECA 2003 in Myrtle Beach
We've planned some special events at our annual conference in Myrtle Beach, South Carolina, and hope
you'll take advantage of them while you're with us.
2003 SECA Research Theater
Friday, March 14, 2003
Myrtle Beach Convention Center
8:30 am - 10:30 am
2:00 pm - 4:00 pm
Research Panel
Research Projects and
Presentations
Scientific research is the "hot topic" in early childhood education and early literacy right now. What
research? Whose research? What does it really say?
How does it apply to our classroom practice and
what should we know about how research is being
applied in developing curriculum and programs?
Join us for a morning dedicated to giving you that
information and an afternoon session of presentations on current projects that are adding to the
body of knowledge.
President's Forum
Friday, March 14, 2003 • 1:45 - 3:45 pm
Myrtle Beach Convention Center
Join Phil Acord, SECA President, and Sarah
Greene, President of the National Head Start
Association, to discuss Head Start Reauthorization in 2003 and the policy implications for early
childhood education. Participants will develop a
SECA resolution for consideration at the SECA
business meeting.
Calling All Students!
Friday, March 14, 2003 • 12:00 - 4:00 pm
Myrtle Beach Convention Center
Like pizza? Want to learn some "tricks of the
trade" from experienced teachers to take into
your first classroom? Join us on Friday afternoon
from 12:00 - 4:00 pm for food, fun and education.
You'll learn from the best and have fun while
you're doing it.
Special Luncheon
The Convention on the Rights of the
Child: Bringing It Home
Dr. Pat Kostell and Dr. Leah Adams
Thursday, March 13, 2003 • 11:30 am - 1:30 pm
Kingston Plantation
SECA Public Policy Luncheon
Realizing the Promise of ResearchPolicy-Practice
Dr. Kyle Snow, Director
Early Learning & School Readiness Program
National Institute for Child Health
and Human Development
Friday, March 14, 2003 • 12:15 pm - 1:30 pm
Myrtle Beach Convention Center
See the conference information printed in the Fall SECA Reporter,
or call (800) 305-7322 for complete information on these and other events.
36
WINTER 2003
DIMENSIONS OF EARLY CHILDHOOD
brothers might share 10 baseball
cards, four toy cars, or six pieces of
fruit (Cathcart et al., 2001).
While minimal exposure to fractions has traditionally been included
in prekindergarten to grade 2,
"helping children develop a firm
understanding of fractional parts
and all of the related nuances that
go with that idea is critical if children are to have any number sense
with fractions" (Van de Walle, 1998,
p. 240). It is important for young
children to acquire this solid foundation before they begin more formal work with fractions, including
operations (i.e., procedural knowledge), in the intermediate grades
(Bezuk, 1988).
One of the primary concerns in
teaching young children about fractions is the recognized need to provide them with both the concepts
and the vocabulary needed to discuss
the ideas related to fractional parts.
Children who verbalize their
thoughts develop their conceptual
understanding of fractions as numbers and better assimilate the meaning of related terms, such as same size
and equal (Cathcart et al., 2001).
Young children typically work
with objects that have surfaces
(region), groups of objects (set), and
objects that vary in length (measurement) as part of their regular math
program (Cathcart et al., 2001).
The region, or area, fraction model
involves dividing an identified
region into equal parts, with fraction circles being perhaps the most
familiar region model for children.
Most experts agree that the
region model of fractions should be
introduced before children begin
dividing parts of a set (Cathcart et
al., 2001). Children need the personal experience of actually parti-
tioning figures (physical objects as
well as the drawn outlines of shapes)
rather than working solely with
prepartitioned figures in order to
obtain the abilities needed to use
this model to solve problems.
When children divide a dozen
grapes among four friends, they are
using the set model of fractions.
Although this process of sharing
may come easily to most children,
they may identify each child's
share as "three" rather than "onefourth." Cathcart et al. (2001) caution that children must learn that
"the question 'how many' warrants
a whole-number answer, whereas
the questions 'how much' and
'what part' have fraction number
answers" (p. 220).
This confusion becomes apparent when young children who are
asked to identify one-fifth of 10
objects circle two sets of five. However, repeated exposure to this idea
and many opportunities to draw
pictures illustrating parts of a set
will help children clarify this misunderstanding. They will soon realize
that because "fifths" is the fraction
part, the whole set is always divided
into five parts.
When working with measurement models, children are asked to
find the fractional parts between two
points. Young children can discover
Activities That Help Children Acquire Fraction Concepts
These activities provide children with multiple opportunities to use terms such as
whole, one-half, one-third, and one-fourth in repeated but varied situations.
Language Experience Approach Cook pizza or any other detailed recipe with the
class. Children dictate a recipe or story that explains the procedure used to make
and eat pizzas. Students identify and circle any fractional words used.
Word Bank As fractions are studied, make and display a continually growing list of
all the new words learned (i.e., whole, part, half, one-half or halves, one-third).
Singing in Rounds Write the words to a familiar song on a chart and sing several
times. Children identify the halfway point in the song. One group of children sings
half of the song before the remaining children begin singing from the beginning.
Instruments vs. Vocal Children listen to various pieces of music, and decide how
much (one-half, one-third, or one-fourth) of the song has only instruments and no
lyrics.
Playing Instruments Divide a song into fractional parts. Children play various percussion instruments (i.e., bells, tambourine, drums, rhythm sticks) for each part.
Blob Painting Children fold a piece of paper in half. Place a small blob of paint on
one half of the paper. Place another small blob of a different color of paint in the
middle of the remaining half. Refold the paper, and rub lightly. Open to reveal a similar design (and maybe a new color) on both halves.
Half-Apple Friends Pass around a basket containing enough apples for only half of
the children. When the basket is empty, ask the children, "How can we make sure
that everyone gets to have some apple to eat for snack?" Children find partners
who do not have an apple. Using a plastic serrated knife, demonstrate safely cutting
the apple into two halves. Why is it important for the pieces to be equal?
Ocean in a Bottle Children make three different oceans in a bottle. Use the same
size bottle with different fractional proportions of oil and water dyed blue with food
coloring.
Eating Fractions After reading Eating Fractions, each child uses a pair of scissors
and construction paper to match foods found in the book: yellow crescent banana,
large red circle pizza, medium pink circle strawberry pie, small tan circle roll, yellow
rectangle corn-on-the-cob. Slowly go through the book again. Children cut each of
the paper foods into fractional pieces that match the book's photographs. These
pieces can then be used to make individual books. (NOTE: Pizza is region model,
and banana is measurement model.)
DIMENSIONS OF EARLY CHILDHOOD
WINTER 2003
5
grade 2) be placed on recognizing
when things are divided into equal
parts, since this skill is more important for initial understanding than is
fraction notation. The concepts of
Suitable
parts and wholes and parts that make
Fractional Concepts
a whole are at the heart of fraction
The Principles and Standards for
understanding for young children.
Young children are
School Mathematics (NCTM, 2000)
Understanding primarily "rests on
concrete thinkers.
recommends that young children practical experiences with real
have experience with simple frac- objects that are important to the
tions involving meaningful prob- child" (Payne, 1990, p. 176-177).
The notion of parts and wholes
Acquiring conceptual knowledge lems that emphasize the connection
to
everyday
situations.
It
is
further
leads to an understanding of oral
should be the major goal of any
names and equal-size pieces that in
math program for young children recommended that the focus at this
level
(prekindergarten
through
turn forms the foundation for ade(Payne, 1990). Developing an
quate use of symbols. Iniunderstanding of major
tially, children see the parts
math concepts requires
with little attention paid to
many rich, real-world expethe size of the parts or the
riences using a wide variety
need for equal parts. While
of concrete models and diasome children teach each
grams (Payne, 1990) as well
other the necessity for fair
as interactions among the
shares when dividing a single
learners' thoughts, materistick of chewing gum into
als, and ideas of others (Bretwo pieces or equally disdekamp & Copple, 1997).
tributing six animal crackers
The general goals of the
among three friends, others
NCTM The Principles and
depend upon carefully orchStandards for School Matheestrated classroom experimatics indicate that matheences to achieve this undermatical literacy hinges on
standing that ultimately
abilities to reason and prove,
leads to the essential idea of
make connections, commuequal parts.
nicate, represent, and solve
One such experience
problems (NCTM, 2000).
would involve cutting two
To develop mathematical litoranges (or another soft
eracy, young children need
object) so that one was
to actively construct their
divided as equally as possiown knowledge and underble, while the other was cut
standing in a constructivist
into two obviously unequal
environment that encourparts, and, then asking quesages them to verbalize their
tions such as "How have I
thoughts and ideas with othNancy P. Alexander
cut each orange? What can
ers. Through discussion,
you tell me about the
learners solidify their con- Developing an understanding of major math concepts
requires
many
rich,
real-world
experiences
using
a
wide
pieces?" Another possibility
ceptual understanding. Disvariety of concrete models and diagrams as well as
would involve asking stucussion also provides teachinteractions among the learner's thoughts, materials,
dents to determine how two
ers with a window into their and ideas of others.
how many. "Formal symbolization
should be required only when children demonstrate an understanding
of fractions through problem-solving activities" (Cathcart et al., 2001,
p. 215).
4
WINTER 2003
young minds (Payne, 1990) which
is valuable for assessing children's
knowledge.
DIMENSIONS OF EARLY CHILDHOOD
Book Reviews
Books for Early Childhood Educators
by E. Anne Eddowes, Editor
Children and Stress: Understanding and Helping edited by
Beverly Hardcastle Stanford and
Kaoru Yamamoto. Olney, MD:
Association for Childhood Education International, 2001. 123 pp.
$22.00.
These are stressful times for
everyone, especially children. Many
stressors impinge on children's
lives, including poverty, racism,
bullying, abuse, unsettling family
environments, and fears of all types,
which in the world today includes
fear of terrorism. Stanford and
Yamamoto have compiled an outstanding book that speaks to the
issues which cause stress in children, and addresses ways for adults
to understand and help children
through these difficult challenges.
As stated in the preface, this is a
"book for ordinary adults who live
and work with ordinary children"
(p. 5).
The book is divided into two
parts. Each section has a collection
of articles by selected authors
including educators, psychologists,
and counselors, with some input
from parents. The first part emphasizes children's experiences. Part
two focuses on adults and their role
in helping children.
Part one consists of five chapters
devoted to the impact of stress in
the family, cultures and the morality of schooling, children with disabilities, matching teaching and
learning styles, and the view from
the inside. Practical suggestions and
many examples from case studies
and real-life situations supplement
the chapters. The second part comprises three chapters and an epilogue that feature the topic of stress
and personal growth for student
teachers, experienced teachers seeing children whole, and the therapy
room. Each of these topics has
important implications for adults
who work with children.
An outstanding feature of the
book is the list of resources following each chapter. The resources
include additional references, books
for adults, books about children,
children's literature pertaining to
the topic, and where applicable,
Web sites, videotapes, and lists of
related organizations. This is an
excellent sourcebook for teachers
and parents. The editors state "the
goal of this book is to assist teachers
and parents in their efforts to
understand and help children" (p.
13). They have achieved their goal
with the valuable information provided in this book. It is a resource
for teacher educators as they prepare future teachers, and should be
a part of every classroom teacher's
resource library, both for personal
use and to share with parents.
The book is well-organized and
well-written, with information supported by research. The organization of the book, beginning with a
preface and prologue, sets the tone
for the chapters that follow. The
DIMENSIONS OF EARLY CHILDHOOD
epilogue presents a fitting close
with a clarion call in a quotation
from Steiner, "Receive the children
in reverence, Educate them in love,
and Send them forth in freedom"
(p. 121).
—Joan Moyer
Professor Emerita
Arizona State University
Tempe
First Art: Art Experiences for
Toddlers and Twos by Mary Ann F.
Kohl with Renee Ramsey & Dana
Bowman. Beltsville, MD: Gryphon
House, 2002. 154 pp. $14.95.
In the past, it has been difficult
for teachers of toddlers and twos to
find good-quality reference materials
available for use in their classrooms.
Often, teachers of younger children
are expected to adapt the activities
and ideas originally designed for
preschoolers to their unique group.
Fortunately, more and more literature is accessible to toddler educators. First Art is especially designed
for teachers of toddlers and twos,
and it is an excellent resource.
Accomplished author and columnist Mary Ann F. Kohl knows and
understands children. In this
resource, she teams up with a concerned parent, Dana Bowman, and
practicing artist and teacher, Renee
Ramsey. All have an interest in education and art, and agree that the
process of creating is more valuable
than the product created.
First Art is easy to read, underWINTER 2003
37
stand, and follow. Each page features one or two boldly titled art
experiences. Plans for the experiences include a materials list and
procedures for adult preparation. A
separate list of expected actions for
the child is also included. Illustrations showing sketches of the products needed are helpful. Additional
tips and variations for most activities are listed in the plan. Many
pages include stories of actual children's experiences with the activity.
General information for getting
started in art experiences, such as
basic supplies needed and understanding the philosophy of "process
not product," is included in the
introduction. This book features
some unique characteristics. First,
easy-to-use picture icons are incorporated, which reference helpful
information about the activity. For
example, a paint splattered T-shirt
icon is used to indicate activities
that might require a child to wear a
smock or apron. The appropriate
icon is printed at the top of each
activity page in plain sight. Also, art
experiences are organized in three
separate indexes featuring handy
listings alphabetically, by materials,
and by picture icons.
Numerous toddler-appropriate art
explorations and variations include
using paint, dough, things that make
marks, things that stick, and ways of
making impressions are suggested in
the text. First Art will be an asset to
any teacher of toddlers and twos. Its
design allows for easy use and quick
planning, and is a valuable resource,
especially for the price.
—Elizabeth M. Somes
Adjunct Instructor
Central Texas College
Pacific Far East Campus
Okinawa, Japan
38
WINTER 2003
Letter to the Editor
What concepts about fractions make sense to children ages 5 to 8?
These real-world, hands-on experiences build positive attitudes and
deep understandings about math.
How Can Children Learn to Communicate?
In the last 8 years, my staff and I have observed changes in the communication abilities of children ages 5 to 11 who attend our After Care Program. Children today prefer to be isolated and play hand-held games rather
than engage in social games or dramatic play. Discipline problems are common during group play.
We have noticed that when parents and children are together, they
also gravitate to individual activities such as portable games, TV, computer, exercise class, or the newspaper. Are we raising non-communicating, nonproblem-solving future adults with the skills to communicate only with a computer?
These are some ways adults can communicate with children: Plan time
with children. Get to know each child. Play games together. Look at each
other when you talk. Slow down. Engage in friendly, respectful conversations. Strategies such as these can lead to a greater sense of partnership
between families and their children's teachers—and can provide children
with interpersonal skills they need to get along with others.
Lisa Hall, Owner
Oakhurst Learning Center
Largo, Florida
Dimensions of Early Childhood welcomes Letters to the Editor. Readers are invited to submit
responses to articles published in SECA's journal. Brief discussions about issues in the field are also welcome. Opinions expressed in Letters to the Editor do not necessarily reflect the positions of the Southern Early Childhood Association or the journal Editor.
Changes Made to Dimensions and
SECA Reporter Publication Schedule
Beginning in the winter of 2003, we're changing our publications schedule to
provide better services to our members. We are adding one SECA Reporter to
our publications schedule and moving to three issues of a larger and improved
Dimensions of Early Childhood. Our publication schedule in 2003 will be:
•
•
•
•
•
•
January 2003
March 2003
May 2003
July 2003
September 2003
November 2003
Winter Dimensions of Early Childhood
Spring SECA Reporter
Summer Dimensions of Early Childhood
Summer SECA Reporter
Fall Dimensions of Early Childhood
Fall SECA Reporter
We'll expand each issue of Dimensions of Early Childhood by 8 pages and incorporate more articles into each issue. This move allows us to increase the number of
SECA publications by one issue of the SECA Reporter and, in the process, give you
more timely and updated information from SECA.
We've made this change because we want to be good stewards of your membership dues and enhance the membership services you receive, while keeping our
dues at $15 per year. We'll try it in 2003, and we want you to let us know what
you think. We can always return to the old schedule; however, we think you'll like
the change and "added value" that we can give you with this new approach.
DIMENSIONS OF EARLY CHILDHOOD
Putting the Pieces Together:
Developing Early Concepts of Fractions
Rebecca McMahon Giles, Lavada Parmer, and Kelly Byrd
According to the National Council of Teachers of
Mathematics (NCTM), "Young children enter school
having natural interest, curiosity, and an eagerness to
learn" (Friedman, 1998-99, p. 13). Such traits—combined with meaningful and relevant experiences—form
positive attitudes and a firm foundation for mathematical development throughout the elementary years.
Children's early experiences, whether they are positive or negative, are cumulative, so frequent experiences
can produce powerful, lasting effects (Katz & Chard,
2000). Consequently, educators can best help young
children not only understand mathematics but see its
value and usefulness by
conceptual knowledge, while avoiding formal rules and
symbolism, is considered suitable for children in kindergarten through fourth grade (Van de Walle, 1998).
Experience with fractions—half a sandwich and a
quarter of a dollar—is part of children's everyday lives
(Bezuk, 1988). Although most young children are familiar with the term half in ways that they have used it to
share, they do not necessarily know the fractional term
half as it applies to one of two equal parts. They may use
the term erroneously (i.e., "Break the banana into three
halves.").
Similarly, fractional terms such as "thirds" and
"fourths" may be confused with ordi• connecting mathematics with real-life
nal numbers when first learned. To
Frequent fraction
experiences and
help alleviate this misconception, it is
experiences can
• providing learners with beneficial
suggested that teachers encourage
produce powerful,
exposure to mathematical concepts
children to make comparisons
lasting effects.
that are introduced in appealing and
between these two similar-sounding,
varied ways.
but very different, concepts (Cathcart, Pothier, Vance, & Bezuk, 2001).
The Logic Behind the Symbols
It is also recommended that children record their
Although math is abstract, children are concrete findings in words, as one-sixth, rather than using symthinkers who must learn the logic behind the symbols
bols (numerals) in early fraction work because this man(Nichols, 1993) at an early age. The purpose of this artiner of recording forces children to focus on which
cle is to provide early childhood educators with a variety objects are being considered as opposed to merely noting
of interdisciplinary opportunities to increase young children's experiences with and exposure to fractions. These
Rebecca McMahon Giles, Ph.D., is Assistant Professor,
ideas are based on the three types of fraction models—
Department of Curriculum and Instruction, College of
region, set, and measurement.
Education, University of South Alabama, Mobile.
Considering the unique characteristics of learners
Lavada Parmer, Ph.D., is Associate Professor, Department
ages 5 to 8, activities that invite participation, supply
of Elementary Education, College of Education, University
visual images, help develop necessary language, and
of Mobile, Mobile, Alabama.
encourage problem-solving in a nonthreatening context
Kelly Byrd, M.Ed., is Mathematics Methods Instructor,
(devoid of worksheets or tests) are strongly recommendDepartment of Curriculum and Instruction, College of
ed. Exposure to fractions for the purpose of building
Education, University of South Alabama, Mobile.
DIMENSIONS OF EARLY CHILDHOOD
WINTER 2003
3
BOARD OF DIRECTORS
Phil Acord
President
Children’s Home – Chambliss
315 Gillespie Road
Chattanooga, TN 37411
Beverly Oglesby
President-Elect
3138 Rhone Drive
Jacksonville, FL 32208
AFFILIATE REPRESENTATIVES
Lannette Lackey
1925 Charlotte Drive
-AlabamaHoover, AL 35226
-Arkansas-
Kathy Stegall
9320 Northgate
Little Rock, AR 72207
-Florida-
Nancy Fraser Willaims
2430 NW 38th St.
Gainesville, Fl 32605
Beth Parr
Methodist Homes for Children
15 Jameswood Avenue
Savannah, GA 31406
-Georgia-
-Kentucky-
Terry Green
302 Clay St.
Henderson, KY 42420
-Louisiana-
Mary Lou Maples
126 Commanche Drive
Pineville, LA 71360
-Mississippi-
-Oklahoma-
Melissa Lewis
MBCI Early Childhood Division
PO Box 6010
Choctaw, MS 39350
Donna Castle Richardson
Oklahoma City University
2501 N. Blackwater
Oklahoma City, OK 73106
-South Carolina-
Judy Whitesell
309 Moss Creek Dr.
Cayce, SC 29033
-Tennessee-
Kathy Ennis
207 Saint Andrews Dr.
Franklin, TN 37069
-Texas-
Laverne Warner
610 Hickory
Huntsville, TX 77340
-Virginia-
Carole Whitener
2801 Ashwood Drive
Chesapeake, VA 23231
-West Virginia-
Nancy Cheshire
270 W. Philadelphia
Bridgeport, WV 26330
MEMBERS AT LARGE
Sandra Hutson
Lourdes Milan
1010 St. Peter St.
19019 Portofino Drive
New Iberia, LA 70560
Tampa, FL 33647-3088
EDITORIAL BOARD
Loraine Dunn
University of Oklahoma
Gloria Foreman McGee
Tennessee Technological University
George S. Morrison
University of North Texas
STAFF
Glenda Bean
Executive Director
Melissa Cawich
Program Services Coordinator
Dimensions of Early Childhood
WINTER 2003
Authors
Recently I received an invitation from Con- Phil Acord
gressman Harold Ford to attend a meeting at
Vanderbilt University in Nashville, Tennessee. The purpose of the meeting
was to discuss legislation he wanted to introduce in Congress. The PreKindergarten Oriented Professional Support (P-KOPS) Act is the name of
the legislation. Its purpose is to increase access to high-quality, prekindergarten education by competitively funding early educator positions. The
meeting was cancelled when Congressman Ford was called back to Washington, D.C.
If this meeting had been held, I was prepared to ask Ford to modify his
legislation to include funding for scholarships so early childhood educators
could obtain their Associate or Bachelor's degrees. This Act was focused on
teachers working with 3- and 4-year-old children. I was going to suggest
that we also need help with professionals teaching children younger than age
3. I agree with Congressman Ford about the need to attract and retain qualified early childhood teachers. We are all aware of the high turnover rate of
the preschool workforce and the negative effect this has on children.
I met an early childhood teacher at a Georgia conference who had just
moved from Pennsylvania. She had the Delaware Valley Association for the
Education of Young Children send me a video they produced about their
Worthy Wage Program and some information about a statewide compensation initiative called Quality Early Education Through Salaries and Training
(QUEST). This initiative is very much like the W.A.G.E. and T.E.A.C.H.
programs that started in North Carolina and have now been adopted by a
number of states. The component of QUEST that I am most impressed
with is the a provision for forgiveness of up to $10,000 in student loans for
degreed teachers who go to work in licensed early childhood education centers.
I think Head Start is right on target by investing resources in requiring
lead teachers to have an Associate Degree. I would love to see a local early
education association in one of our Southern states set a goal of having every
early childhood educator in the community have at least a CDA. The group
could team up with Head Start and get their city and county governments
to buy into the idea as well as the Chamber of Commerce, the public
schools, and United Way.
With 100% of their workforce holding some type of credential, the
Sarah Moseley
Membership Services Coordinator
2
Volume 30 Index
PRESIDENT’S
MESSAGE
continued on page 27
DIMENSIONS OF EARLY CHILDHOOD
Adams, L. (Summer 2002). Connect
With Families Through Newsletters,
(3), 25-30.
Alexander, N.P. (Spring 2002). Strategies to Support Children—Looking
Beyond Our Expectations, (2), 26.
Baldwin, V. (Summer 2002). In Praise
of Sandboxes, (3), 21-24.
Burts, D.C. (Winter 2002). Using
Family Literacy Bags to Enhance
Family Involvement, (1), 16-20.
Collucci, M. (Fall 2002). Staff Development for Early Literacy Teachers:
Changing to Guided Reading, (4),
5-9.
Cooley, S.M. (Fall 2002). Promoting
Early Literacy in the Natural Environment, (4), 10-16.
Cozza, B. (Winter 2002). What IS
That Noise? Integrating Purposeful
Talk and Reflective Thinking in
Math, (1), 23-29.
Da Ros-Voseles, D.A. (Summer 2002).
In Praise of Sandboxes, (3), 21-24.
DeJong, L. (Spring 2002). What a
School District Learned From Parents About Family Learning Activities, (2), 19-25.
Desouza, J.M. (Winter 2002). The
Reggio Emilia Philosophy Inspires
Scientific Inquiry—A Professional
Development Model, (1), 3-8.
Dever, M.T. (Winter 2002). Using
Family Literacy Bags to Enhance
Family Involvement, (1), 16-20.
Fiascki, C. (Winter 2002). What IS
That Noise? Integrating Purposeful
Talk and Reflective Thinking in
Math, (1), 23-29.
Grace, C. (Winter 2002). Strategies to
Support SECA Affiliate Groups—
Planning State Agendas: Bringing
Everyone Together, (1), 21-22.
Hale, M.S. (Summer 2002). Documentation of Children's Bike Play:
A Window Into Children's Thinking, (3), 3-12.
Hickman-Davis, P. (Spring 2002).
"Cuåndo No Hablan Inglés": Helping Young Children Learn English
as a Second Language, (2), 3-10.
Hill-Clarke, K.Y. (Fall 2002). Promoting Early Literacy in the Natural
Environment, (4), 10-16.
Jones, M.R. (Summer 2002). Children's Literature That Encourages
the Identity Development of Interracial Children, (3), 13-20.
Klein, A.G.S. (Spring 2002). Infant
and Toddler Care That Recognizes
Their Competence: Practices at the
Pikler Institute, (2), 11-18.
Lamme, L.L. (Fall 2002). Reading
Good Books: Priming the Pump for
Literacy Development, (4), 17-21.
Lee, G.L. (Spring 2002). Three Strategies to Promote Young Children's
Literacy Development, (2), 27-31.
Mazzeo, D.A. (Summer 2002). Children's Literature That Encourages
the Identity Development of Interracial Children, (3), 13-20.
McGee, L.M. (Fall 2002). Preschool
Literacy Programs, (4), 22-26.
McKinney, L. (Spring 2002). What a
School District Learned From Parents About Family Learning Activities, (2), 19-25.
McLean, D. (Winter 2002). Helping
Aaron Navigate: Including Children
With Physical Disabilities, (1), 9-15.
Miller, M.B. (Summer 2002). Documentation of Children's Bike Play:
A Window Into Children's Thinking, (3), 3-12.
Morrison, G. (Fall 2002). Early Literacy and Beginning to Read: A Position Statement of the Southern Early
Childhood Association, (4), 28-31.
DIMENSIONS OF EARLY CHILDHOOD
Morrow, L.M. (Fall 2002). Early Literacy and Beginning to Read: A Position Statement of the Southern
Early Childhood Association, (4),
28-31.
Morrow, L.M. (Fall 2002). Staff
Development for Early Literacy
Teachers: Changing to Guided
Reading, (4), 5-9.
Neuman, S.B. (Fall 2002). The New
Education Agenda, (4), 27.
Putney, D. (Summer 2002). Connect
With Families Through Newsletters,
(3), 25-30.
Radzin, A. (Fall 2002). Staff Development for Early Literacy Teachers:
Changing to Guided Reading, (4),
5-9.
Rankin, B. (Summer 2002). Documentation of Children's Bike Play:
A Window Into Children's Thinking, (3), 3-12.
Sommer, B. (Summer 2002). Documentation of Children's Bike Play:
A Window Into Children's Thinking, (3), 3-12.
Staley, L.M. (Winter 2002). The Reggio Emilia Philosophy Inspires Scientific Inquiry—A Professional
Development Model, (1), 3-8.
Advocacy & Public Policy
Early Literacy and Beginning to Read:
A Position Statement of the Southern Early Childhood Association
(Fall 2002), (4), 28-31.
Strategies to Support SECA Affiliate
Groups—Planning State Agendas:
Bringing Everyone Together, (1),
21-22.
The New Education Agenda, (4), 27.
Book Reviews
Advocates in Action: Making a Difference for Young Children (Fall 2002).
WINTER 2003
39
Brain Research and Childhood Education: Implications for Educators
(Summer 2002).
Circle of Influence: Implementing Shared
Decision Making and Participative
Management (Winter 2002).
Do Carrots Make You See Better? A
Guide to Food and Nutrition in Early
Childhood Programs (Summer
2002).
Early Learning Environments That
Work (Winter 2002).
Handle With Care: A Field Guide for
Parents and Educators (Fall 2002).
Picture This: Digital and Instant Photography Activities for Early Childhood Learning (Spring 2002).
Read It Again! Revisiting Shared Reading (Spring 2002).
Child Development
Children's Literature That Encourages
the Identity Development of Interracial Children, (3), 13-20.
Infant and Toddler Care That Recognizes Their Competence: Practices
at the Pikler Institute, (2), 11-18.
Strategies to Support Children—
Looking Beyond Our Expectations,
(2), 26.
Curriculum & Learning
Environment
"Cuåndo No Hablan Inglés": Helping
Young Children Learn English as a
Second Language, (2), 3-10.
Documentation of Children's Bike
Play: A Window Into Children's
Thinking, (3), 3-12.
In Praise of Sandboxes, (3), 21-24.
Preschool Literacy Programs, (4), 2226.
Promoting Early Literacy in the Natural Environment, (4), 10-16.
Reading Good Books: Priming the
Pump for Literacy Development,
(4), 17-21.
Three Strategies to Promote Young
Children's Literacy Development,
(2), 27-31.
What IS That Noise? Integrating Purposeful Talk and Reflective Thinking in Math, (1), 23-29.
If you are moving or have a change of
address, please notify the SECA office
immediately. We want to make sure you
receive your Dimensions and SECA conference and membership information on time!
Southern Early Childhood Association
P.O. Box 55930
Little Rock, AR 72215-5930
(501) 221-1648
Toll Free: (800) 305-7322
40
WINTER 2003
Connect With Families Through
Newsletters, (3), 25-30.
Using Family Literacy Bags to
Enhance Family Involvement, (1),
16-20.
What a School District Learned From
Parents About Family Learning
Activities, (2), 19-25.
Inclusion
Helping Aaron Navigate: Including
Children With Physical Disabilities,
(1), 9-15.
Professionalism
Staff Development for Early Literacy
Teachers: Changing to Guided
Reading, (4), 5-9.
The Reggio Emilia Philosophy Inspires
Scientific Inquiry—A Professional
Development Model, (1), 3-8.
Annual SECA Business
Meeting Scheduled
Moving???
Have You
Renewed
Your 2003
Membership?
Family Partnerships
The annual Business Meeting of the Southern
Early Childhood Association will be held on Saturday, March 15, 2003 from 11:15 a.m. to 12:15 p.m.
at the Myrtle Beach Convention Center, Myrtle
Beach, South Carolina.
A revision in the SECA By-Laws will be considered. The text of the proposed By-Laws change is
found on page 20 of this issue of Dimensions of Early
Childhood.
If you have not yet received your membership renewal form, please let us know so that
you can get the latest information on what’s happening at the state and national levels. Your SECA affiliate can provide this for you. If you live outside the SECA region,
please contact the SECA office at P.O. Box 55930, Little Rock, AR, 72215-5930 Phone:
(501) 221-1648 or 800-305-7322
We’re very excited about counting you as a member!
DIMENSIONS OF EARLY CHILDHOOD
Southern
Early Childhood
Association
Editor - Janet Brown McCracken
Cover photo by Michele Lucia Brener
Dimensions of
Early Childhood
Copyright ©2003, Southern Early Childhood
Association (SECA). Permission is not required to
excerpt or make copies of articles in Dimensions of
Early Childhood if they are distributed at no cost.
Contact the Copyright Clearance Center at (978)
750-8400 or www.copyright.com for permission
for academic photocopying (coursepackets, study
guides, etc.). Indexes for Dimensions of Early Childhood are posted on the SECA website at
www.SouthernEarlyChildhood.org. Additional
copies of Dimensions of Early Childhood may be
purchased at $2.00 per copy through the SECA
office by calling (800) 305-SECA. Dimensions of
Early Childhood (ISSN 1068-6177) is SECA’s quarterly journal. Third Class postage is paid at Little
Rock, Arkansas. SECA does not accept responsibility for statements of facts or opinion which appear
in Dimensions of Early Childhood.
Authors are encouraged to ask for a copy of
SECA’s manuscript guidelines. Submit manuscripts
that are typed and double spaced with references
in APA style. E-mail manuscripts for review to the
editor at melissa@southernearlychildhood.org..
SECA serves the interests of early childhood
educators concerned with child development,
including university researchers and teacher educators; early childhood, kindergarten, and primarygrade teachers; and early childhood program
administrators and proprietors.The association has
affiliates in 13 Southern states. Non-affiliate memberships are available to anyone living outside the
13 affiliate states. For information about joining
SECA, contact the executive offices at P.O. Box
55930, Little Rock, AR 72215-5930, (501) 2211648. Members receive a one-year subscription to
Dimensions of Early Childhood and discounts on
SECA publications and conference registration fees.
Southern Early Childhood Association
8500 W. Markham St., Suite 105
P.O. Box 55930
Little Rock, AR 72215-5930
(501) 221-1648 • fax (501) 227-5297
e-mail: info@southernearlychildhood.org
Web: www.southernearlychildhood.org
Dimensions
of Early
Childhood
Volume 31, Number 1
Winter 2003
—Refereed Articles—
3
Putting the Pieces Together:
Developing Early Concepts of Fractions
Rebecca McMahon Giles, Lavada Parmer, & Kelly Byrd
9
Predicting With Myths and Fables:
"King Midas is in trouble!"
Lee Mountain
13
Hundred Language Zoo
Josh Thompson
22
Planning Effective Classroom Discovery Centers
Laverne Warner
29
Choosing Good Books for Toddlers
Cheryl G. Jones
—Departments—
2
President's Message
Phil Acord
28
Strategies to Support Children—Helium Balloons on the Ceiling
Nancy P. Alexander
37
Book Reviews—Books for Early Childhood Educators
E. Anne Eddowes, Editor
39
Dimensions of Early Childhood
Volume 30 Index
DIMENSIONS OF EARLY CHILDHOOD
WINTER 2003
1
Reserve Your Copy Today at a Special Introductory Price! *
Menu for Successful
Parent & Family Involvement
written by Paul J. Wirtz and Bev Schumacher
Getting parents involved in an early childhood program takes
creativity, great ideas, and strategies that make it easy for parents
to become involved.
This newest SECA publication explores successful experiences
in working with families and helps you develop a "menu" of
activities and strategies that will promote parental involvement.
The book includes ideas for all early childhood programs,
including group settings and family day homes.
ISBN #0-942388-28-3
$4.50 + $1.00 SH
SECA Members and Non-members
*Introductory price available through
March 1, 2003.
written by Jeanette C. Nunnelley, Ed.D.
This booklet is intended for anyone who nurtures and cares
for pre-school children. Although it is primarily directed to
teachers in a structured setting, the family is the first
teacher; therefore many of the ideas apply to either the classroom or the home.
$5.50 SECA Members
$6.50 Non-members
ISBN-0942388-27-5
Call 1-800-305-7322
to order today.
Each teacher's guide contains:
• A summary of the storybook and the awards that it's won.
• Background on the story subject and author.
• Ideas for "setting the stage" before reading the story.
• Suggestions on how to use vocabulary.
• Tips on how to read the story.
• Activities, including:
– critics chair.
– integration activities for social studies, math,
science, filed trips, snack time.
• Extended literacy activities such as letter
recognition and family involvement activities.
• A list of additional teacher resources for literacy.
Take a few minutes to share a story with a child
today and prove.... A Little Literacy Goes a Long Way!
Powerful, Positive and Practical Practices:
Behavior Guidance Strategies
When asked about the most common
problem in the early childhood
educational setting or in the home,
most adults say, “Getting the
children to behave!” Obtaining
the behaviors we want in our
classrooms and our homes
requires knowledge of children,
planning for changes in
behavior, and resources to
help guidance techniques.
SECA and August House proudly present a collection of diverse folktale picture books, each with
its own teacher's guide. The teacher's guides contain a variety of meaningful and FUN literature
experiences for preschool children.
– questions to jumpstart discussions.
Special Introductory Price
Available March 1, 2003.
Call 1-800-305-7322 to reserve your copy today.
A Little Literacy Goes a Long Way:
Other titles with Teacher's Guides:
• Stone Soup
• Sitting Down to Eat
• A Big Quiet House
Hurry and order
your SECA products today by visiting
the SECA Company Store at
www.secaonlinestore.com
or call SECA at 1-800-305-SECA
for a complete order form.
Contact August House to order
books or request a catalog.
For a preview of each Teacher's Guide and book,
go to the August House website at
www.augusthouse.com
PO Box 3223
Little Rock, AR 72203
501-372-5450/1-800-284-8784
Join us in Myrtle Beach,
South Carolina next March!
Southern
Early Childhood
Association
More than ever
before...
Spring/Summer 2003
Keynote Speakers
Include:
Thursday evening
Jo Ann Burroughs
Johnathon - Children Need
Love, Too
Volume 31, Number 2
SECA
54th Annual
Conference
We Need
Each Other
March 13-15, 2003
Friday morning
Dr. Pam Schiller
Creating Readers
Saturday morning
Larry Bell
Diversity Among Us
Myrtle Beach,
South Carolina
S OUTHERN
E ARLY
C HILDHOOD
A SSOCIATION
8500 W. Markham, Ste. 105 • Little Rock, AR 72205
P.O. Box 55930 • Little Rock, AR 72215-5930
Office: (501) 221-1648 • FAX: (501) 227-5297
Toll Free: 800-305-7322 • www.SouthernEarlyChildhood.org
NON-PROFIT
ORGANIZATION
U.S. POSTAGE
of
PAID
Little Rock, AR 72201
Permit No. 2470
Inside this issue:
Responding to Emergencies
Signing With Children
Integrated Curriculum
Constructivist Kindergartens
Effects of TV Violence
Early Childhood