tag:open.umn.edu,2005:/opentextbooks/subjects/early-childhoodOpen Textbook Library - Early Childhood Textbooks2024-03-17T03:41:39Zhttps://open.umn.edu/assets/common/favicon/favicon-1594c2156c95ca22b1a0d803d547e5892bb0e351f682be842d64927ecda092e7.icohttps://open.umn.edu/assets/library/otl_logo-f9161d5c999f5852b38260727d49b4e7d7142fc707ec9596a5256a778f957ffc.png16302024-03-17T03:43:48Z2024-03-18T16:57:08ZChildren, Families, Schools, and Communities<img alt="Read more about Children, Families, Schools, and Communities" title="Children, Families, Schools, and Communities cover image" class="cover " width="350" height="453" data-controller="cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6MTEzNTcsInB1ciI6ImJsb2JfaWQifX0=--d62ba3e6217ae5882b3e314bb499d696ccf7e562/081622_RotelProject_ChildrenFamilies-350x453.jpg" />Children, Families, Schools, and Communities is an introductory text in the field of Child and Family Studies. It provides a lens for understanding the evolving definition of “family” through socially constructed and ecological theory frameworks. It promotes strategies for culturally sustaining and deeply collaborative relationships between families, schools, and communities through the use of home-grown advocacy strategies based on community-driven data. Children, Families, Schools, and Communities is an adapted OER text from Rebecca Laff’s and Wendy Ruiz’s Child, Family, and Community.16212024-03-17T01:12:49Z2024-03-18T16:57:08ZThe Whole Child: Development in the Early Years<img alt="Read more about The Whole Child: Development in the Early Years" title="The Whole Child: Development in the Early Years cover image" class="cover " width="350" height="453" data-controller="cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6MTEzMjcsInB1ciI6ImJsb2JfaWQifX0=--c69ee8e7e6399e5bafc188e495aaf0d27a2972c2/081622_RotelProject_TheWholeChild-Buckley-Updated-002-350x453.png" />The Whole Child is a textbook that gives an overview of development, beginning in the mother’s womb through the age of eight. It starts with a look at perspectives of early childhood, including how children have been viewed historically as well as cross-culturally. There is a complete overview of the important theorists that have helped to deepen and bring clarity to how children develop. These theories include psychodynamic, behavioral, social cognitive theory, cognitive theory, humanistic, multiple intelligence, growth mindset, and Bloom’s taxonomy. Understanding the implications of each theory is important foundational knowledge for the study of development. Developmental domains at each stage is examined alongside important milestones. The biology of the brain is given important consideration. Some of the many factors that influence a young child’s development are also included in this text.14632023-08-18T17:52:33Z2023-08-18T17:52:33ZHabilidades Perceptivas: Mejorando el Aprendizaje Remoto en Estudiantes de 5 años<img alt="Read more about Habilidades Perceptivas: Mejorando el Aprendizaje Remoto en Estudiantes de 5 años" title="Habilidades Perceptivas: Mejorando el Aprendizaje Remoto en Estudiantes de 5 años cover image" class="cover " width="767" height="1083" data-controller="cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6OTMyOCwicHVyIjoiYmxvYl9pZCJ9fQ==--95b4ce2d345f390fe6125c917607c7a6e5348db8/submission_30_30_coverImage_es_ES.png" />La presente investigación tuvo como objetivo determinar el nivel de relación entre las habilidades perceptivas y el aprendizaje de la matemática de los niños y las niñas de 5 años de una Institución Educativa de Huancavelica, en la educación remota. El diseño empleado fue el correlacional y la muestra lo conformaron 46 estudiantes de 5 años de una institución de educación inicial de Huancavelica. Los instrumentos empleados fueron, la lista de cotejo para cada variable con 30 ítems. Los resultados evidencian que existe relación estadísticamente significativa entre las habilidades perceptivas y el aprendizaje de la matemática en los estudiantes de 5 años de una institución educativa de Huancavelica, en la educación remota. Estos resultados cuantitativos, con un r=0.75, representan una correlación positiva moderada, según el cuadro de índices de correlación de Hernández, Fernández y Baptista (2018)14622023-08-18T17:39:55Z2023-08-18T17:39:55ZDesarrollo del Pensamiento Creativo: mediante Juegos Libres para Niños<img alt="Read more about Desarrollo del Pensamiento Creativo: mediante Juegos Libres para Niños" title="Desarrollo del Pensamiento Creativo: mediante Juegos Libres para Niños cover image" class="cover " width="766" height="1083" data-controller="cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6OTMyNSwicHVyIjoiYmxvYl9pZCJ9fQ==--81c5e33b7091b95658a4f78cc40cc350d8bd74ac/submission_29_29_coverImage_es_ES.png" />Este trabajo de investigación tuvo como objetivo evaluar la eficacia de los juegos libres en el desarrollo del pensamiento creativo en los estudiantes de 5 años de la Institución Educativa Nº 329 de Huancavelica. La metodología de los juegos libres ofrece una educación dinámica y activa en los estudiantes, la cual incentiva el desarrollo del pensamiento creativo en los estudiantes de 5 años, a través de un mayor sentido de seguridad y confianza en sí mismos. Esta metodología se realizó en un ambiente motivador y áreas libres, centrándose en la participación dinámica y motivadora, con el fin de fortalecer sus capacidades y habilidades, buscando que ellos desarrollen un aprendizaje autónomo. Con los resultados obtenidos se puede afirmar que los juegos libres favorecen directamente en el desarrollo del pensamiento creativo en los niños de 5 años, toda vez que t de Student con 53 grados de libertad, para muestras independientes, con una significancia del 5%, muestra un valor de 0.038 el cual es inferior al valor planteado, aceptando la hipótesis alternativa como válida.13582023-03-06T17:33:03Z2024-03-17T00:55:46ZEarly Childhood Literacy: Engaging and Empowering Emergent Readers and Writers, Birth – Age 5<img alt="Read more about Early Childhood Literacy: Engaging and Empowering Emergent Readers and Writers, Birth – Age 5" title="Early Childhood Literacy: Engaging and Empowering Emergent Readers and Writers, Birth – Age 5 cover image" class="cover " width="600" height="800" data-controller="cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6NDU4OCwicHVyIjoiYmxvYl9pZCJ9fQ==--c395fb549a4765cda08b26621c1a6b7953e01be5/Final-Cover-resized.jpeg" />This textbook, Early Childhood Literacy: Engaging and Empowering Emergent Readers and Writers Birth-Age 5, outlines the connection between different areas of language and literacy and describes strategies for supporting development and promoting instruction. Early literacy includes reading, writing, and language development. Writing includes any early writing attempts and pre-writing behaviors just as reading includes any early reading attempts and recognition of symbols and sounds. Language also includes listening and speaking (oral language) and the use of gestures and signs to communicate. The term oral language is commonly used to describe early language development separately from reading and writing. This text assumes oral language is a component of language and embraces the broader term to underscore the communication practices outside of listening and speaking. For example, some children use sign language or a picture board. For these reasons, the textbook will focus on language development in its totality, including oral language. This textbook is focused on birth to age 5 because early literacy development is crucial for future learning and development.11872022-06-07T18:41:17Z2024-01-22T14:52:31ZOpening Eyes onto Inclusion and Diversity<img alt="Read more about Opening Eyes onto Inclusion and Diversity" title="Opening Eyes onto Inclusion and Diversity cover image" class="cover " width="350" height="525" data-controller="cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6Mzc0MCwicHVyIjoiYmxvYl9pZCJ9fQ==--7cbec32ad3472a840a0ebc604070fcb2e1636822/cover-350x525.jpeg" />Susan Carter; Professor Lindy-Anne Abawi; Professor Jill Lawrence; Associate Professor Charlotte Brownlow; Renee Desmarchelier; Melissa Fanshawe; Kathryn Gilbey; Michelle Turner; and Jillian Guy11722022-05-26T22:28:47Z2024-01-22T14:52:31ZReflective Practice in Early Years Education<img alt="Read more about Reflective Practice in Early Years Education" title="Reflective Practice in Early Years Education cover image" class="cover " width="768" height="1024" data-controller="cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6MzY4OCwicHVyIjoiYmxvYl9pZCJ9fQ==--19b9daaa8f6f7351a9cdac2fc1cbc92198de8124/reflective_practice_cover_900x1200-768x1024.png" />This resource will provide a context that will allow the reader to consider their obligation to reflect from their own perspective and will explore how to create a practice that best suits their professional setting. This book will bring together in one place the history, the values, the skills and disposition required to be a reflective practitioner. It is a textbook with elements of a workbook, embedded are opportunities to watch, to think, to write, and to listen allowing the reader to become a purposeful and intentional reflective practitioner.11422022-03-01T23:46:08Z2024-01-22T14:52:30ZMathematics Methods for Early Childhood<img alt="Read more about Mathematics Methods for Early Childhood" title="Mathematics Methods for Early Childhood cover image" class="cover " width="683" height="1024" data-controller="cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6MzQzMywicHVyIjoiYmxvYl9pZCJ9fQ==--92eaba69662051a55776b7086acaa9c44eddbdc4/cover-683x1024.jpg" />Welcome to Early Childhood Mathematics! This course satisfies the Early Childhood Unified requirements in the state of Kansas for a teaching license Birth to Grade 3. Most people agree that early childhood includes the period from infancy until eight years of age, characterized by rapid and complex growth in physical, cognitive, and social domains. Math skills must be taught in early childhood. Children should be provided a foundation to succeed in elementary school and beyond. Teachers should focus lessons in early childhood around the basic skills that will help to advance future mathematics. From preschool to the end of elementary school, children are setting the foundation for future life skills. Learning mathematics is “a ‘natural’ and developmentally appropriate activity for young children” (Ginsberg, Lee, and Boyd, 2008). Through their everyday interactions with the world, many children develop informal concepts about space, quantity, size, patterns, and operations. Unfortunately, not all children have the same opportunities to build these informal and foundational concepts of mathematics in their day-to-day lives (Sherman-LeVos, 2010). Young children are naturally curious, and the best time to begin mathematics is at a time while the young child’s brain is rapidly developing. Mathematics in early childhood helps children develop critical thinking and reasoning skills early on and it’s the key to the foundation for success in their formal schooling years.11362022-02-19T18:21:53Z2024-01-22T14:52:30ZTeaching Early and Elementary STEM<img alt="Read more about Teaching Early and Elementary STEM" title="Teaching Early and Elementary STEM cover image" class="cover " width="116" height="150" data-controller="cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6MzM5NSwicHVyIjoiYmxvYl9pZCJ9fQ==--e23fc1add7061ad036abacb0202722ba8ae74c7f/thumbnail%20(5).jpg" />This Open Access Educational textbook, "Teaching Early and Elementary STEM", was written to support pre-service early childhood and elementary teachers in their journey to become facilitators of science, technology, engineering, and math, or “STEM,” and "integrated STEM" in their future classrooms. Students who read and use this text will deepen their understanding of “STEM” and “integrated STEM,” learn what early childhood and elementary students need to know and be able to do in relation to STEM, and understand ways to create activity plans and implement current research-based approaches to teaching and pedagogy. This text arose out of our Early/Elementary STEM Collaboration project, which started in 2017 with the intention of increasing the quality of teacher preparation in STEM across early childhood and elementary education. The team is composed of math and science education professors, classroom in-service teachers, and pre-service teachers in pre-school through fifth grade. We are driven by the values of collaboration, strengths-based approaches to teaching and learning, constructivist philosophy of teaching and learning, and applied STEM experiences to increase access and equity. Our model of preparing pre-service teachers has been published elsewhere in more detail (Robertson, Nivens, & Lange, 2019). We built this open access product to include the following: 1) completely new content that includes input from our team as well as examples of integrated STEM learning experiences; 2) adaptations of existing resources, and; 3) compilations of existing free resources (e.g., Next Generation Science Standards).9362020-11-30T23:16:34Z2024-03-14T16:59:49ZTrauma Informed Behaviour Support: A Practical Guide to Developing Resilient Learners<img alt="Read more about Trauma Informed Behaviour Support: A Practical Guide to Developing Resilient Learners" title="Trauma Informed Behaviour Support: A Practical Guide to Developing Resilient Learners cover image" class="cover " width="350" height="559" data-controller="cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6MTc4OSwicHVyIjoiYmxvYl9pZCJ9fQ==--0d2886e738c108df9c1445b7b588da6de40068f0/TIBS_BOOKCOVER-002-350x559.png" />If we want to impact the world of children who have experienced trauma then we must change not only ourselves and our classroom, but we must change our schools, our organisations, and our systems of care for children. We must all speak out for these children who have no voice to bring awareness of new educational and mental health approaches to children who will become tomorrow’s failed adults unless they receive our understanding and our help. For whatever reason you have been attracted to this book, you have come to the right place. You may at times put it down and wonder if the challenge is too great, but trust me it is not. If you stay engaged with this book and with a child who has experienced trauma then you will learn new understandings, new ideas and new ways to reach the mind, the heart and the soul of young people who need our support and our love.
https://open.umn.edu/opentextbooks/subjects/early-childhood?page=2