Teaching Early Years Mathematics, Science and ICT
Core concepts and practice for the first three years of schooling
When young children first arrive at school, they generally know how to use a mobile phone and a tablet, and how to count, share and measure. They have a sense of wonder about the world around them. They expect to further interact with technology and to build and extend their mathematics and science knowledge.
Teaching Early Years Mathematics, Science and ICT shows how teachers of children in their first three years of formal schooling can guide students in developing a sound understanding of the key concepts in mathematics and science in classroom and field activities. It shows how to select appropriate educational technology, and effectively and routinely integrate it into the learning experience, as part of students' wider classroom learning.
Throughout, the authors make connections between children's out-of-school and in-school experiences, as well as connections across key learning areas. They provide real classroom examples of learning experiences which can be adapted for different year levels. A reflection template assists teachers in planning and successfully implementing teaching strategies to meet curriculum requirements.
Teaching Early Years Mathematics, Science and ICT helps teachers bridge theory and practice in teaching children aged 5 to 8 years.
Table of Contents
About the authors
1 Teaching young children in the first three years of schooling
2 Information and communication technology in the first three years of schooling
3 Science in the first three years of schooling
4 Biological science
5 Chemical science
6 Earth and space science
7 Physical science
8 Making ICT integral to a science lesson sequence: Biology
9 Mathematics in the first three years of schooling
10 Number and Algebra
11 Statistics and Probability
12 Geometry and Measurement
13 Making ICT integral to mathematics: Time
A final note
ANNETTE HILTON is Associate Professor in Science Education at Aarhus University in Copenhagen, Denmark. GEOFF HILTON is a Postdoctoral Fellow, SHELLEY DOLE is Associate Professor and CHRIS CAMPBELL is a Lecturer, all at the School of Education, The University of Queensland. They all have extensive classroom and research experience.