Effective Practices in Early Childhood Education: Building a Foundation

609 Pages·2016·112.147 MB·English

by  Sue Bredekamp

Third Edition
Effective Practices
in Early Childhood
Education
Building a Foundation
Sue Bredekamp
Early Childhood Education Consultant
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Library of Congress Cataloging-in-Publication Data
Bredekamp, Sue.
Effective practices in early childhood education : building a foundation / Sue Bredekamp, Early Childhood Education Consultant. —
Third edition.
pages cm
Includes bibliographical references and index.
ISBN 978-0-13-395670-2—ISBN 0-13-395670-9 1. Early childhood education—United States. 2. Child development—United States.
I. Title.
LB1140.23.B72 2015
372.21—dc23
2015029580
Student Edition
ISBN 10: 0-13-395670-9
ISBN 13: 978-0-13-395670-2
10 9 8 7 6 5 4 3 2 1 Loose-Leaf Version
ISBN 10: 0-13-411549-X
ISBN 13: 978-0-13-411549-8
REVEL eBook
ISBN 10: 0-13-430324-5
ISBN 13: 978-0-13-430324-6
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Dedication
To Joe Bredekamp, for a lifetime of love, friendship, wonderful memories, and tolerance
of craziness, and to Darby whose unconditional love enriches our lives every day.
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About the author
Dr. Sue Bredekamp is an early childhood education specialist from the Washington,
D.C., area who serves as a consultant on developmentally appropriate practice, curricu-
lum, teaching, and teacher education for state and national organizations such as NAEYC,
Head Start, the Council for Professional Recognition, and Sesame Street. From 1981 to
1998, she was Director of Accreditation and Professional Development for NAEYC where
she developed and directed their national accreditation system for early childhood centers
and schools. Dr. Bredekamp is the editor of NAEYC’s best-selling, highly influential publi-
cation, Developmentally Appropriate Practice in Early Childhood Programs.
Dr. Bredekamp is Chair of the Board of the HighScope Educational Research Foun-
dation. She was a member of the National Research Council’s (NRC) Committee on
Early Childhood Mathematics, which produced a landmark report, Mathematics in Early
Childhood: Paths toward Excellence and Equity. Dr. Bredekamp serves on several advisory
boards and is a frequent keynote speaker and author of numerous books and articles re-
lated to standards for professional practice and teacher education. She has been a visiting
lecturer at Macquarie University in Sydney, Australia; Monash University in Melbourne;
University of Alaska; and University of Hawaii. She holds a PhD in Curriculum and In-
struction from the University of Maryland. The McCormick Center for Early Childhood
Leadership at National Louis University recognized Dr. Bredekamp with its Visionary
Leadership Award in 2014. For 45 years, Dr. Bredekamp has worked for and with young
children toward the goal of improving the quality and effectiveness of early childhood
education programs.
About the contributor
Dr. Kathleen (Kate) Cranley Gallagher is an educational psychologist and scientist
at Frank Porter Graham Child Development Institute at University of North Caro-
lina at Chapel Hill. She is a Clinical Associate Professor in the School of Education at
UNC, where she teaches undergraduate and graduate early childhood professionals.
Dr. Gallagher has herself been an early childhood professional for over 30 years; she has
taught in and administered diverse programs for children birth to 8 years of age, with and
without disabilities. Dr. Gallagher’s publications and applied work focus on developing,
implementing and evaluating evidence-based interventions to support social- emotional
well-being and development for young children, their families and early childhood pro-
fessionals. Dr. Gallagher has served on state advisory panels, developing standards and
assessments for early childhood education and health and is a founding member of the
North Carolina Infant Mental Health Association. She developed Be Well to Teach Well,
a program designed to support the well-being and of early childhood professionals.
Dr. Gallagher is an accomplished teacher and frequently invited speaker nationally,
and presented a keynote address at the International Preschool Teachers’ Conference in
Hangzhou, China as a guest of Zhejiang Normal University. She delivered a TEDx talk,
entitled, The Healthy Child: Assembly Required in which Dr. Gallagher argued that the
single most important feat of construction that our society undertakes is the assembly
required to build physically, emotionally, cognitively, and socially healthy children. She
lives in Carrboro, North Carolina, with her husband, John, and enjoys time with her two
adult children, Jack and Bridget.
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Preface
In the previous editions of this book, I described the challenge of my first day of
teaching preschool in a child care center many years ago. It was the hardest job I have ever
had, primarily because my bachelor’s degree in English did not prepare me for it. I didn’t
know enough about child development, how and what to teach, how to communicate with
families, how to positively guide children’s behavior—the list goes on and on. Feeling com-
pletely incompetent, I seriously thought about not going back the next day. Then I realized
that although I had a choice not to return, the children did not. They deserved a better
teacher than I was at that time. As a result, I continued teaching, went back to school, and
set out to learn as much as possible about child development and how best to teach young
children. And I have been learning ever since. In short, my initial motivation in writing
this book was a personal one—to help ensure that new teachers get off to a better start
than I did and that the children do, too.
In the decades since I entered the early childhood profession, however, there has been
an explosion of new knowledge and research, and a huge increase in public recognition
and support for early education. A great many parents, policy makers, and researchers
now consider early childhood programs essential for fostering school readiness and long-
term success in life. Economists and business leaders consider high-quality child care and
early education a necessary investment in the future of our country. Nobel Prize–winning
economist James Heckman believes that investing in early education is a cost-effective
strategy that will improve educational and health outcomes, strengthen the economy, help
solve America’s social problems, and produce a more capable, productive workforce.
But the power of early education depends on the quality of interactions teachers have
with children, and the effectiveness of their instructional practices. To achieve their po-
tential, children need and deserve highly competent, well-educated teachers. My goal in
writing this book is to help all teachers, whether beginning or continuing their profession-
al journeys, gain access to the exciting new knowledge about child development, engaging
and challenging curriculum content, and effective ways of teaching. Today, our profes-
sion has a deep responsibility to meet the expectations of families, the general public, and
policy makers and to fulfill the promise that has been made to children.
My hope is that every teacher embraces new knowledge as well as the enduring values
of early childhood education, and encounters the sheer joy of teaching young children.
Every child needs and deserves a highly qualified teacher from day one.
v
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New to This Edition
This is the first edition of Effective Practices in Early Childhood Education: Building a
Foundation offered in REVELTM.
REVELTM is Pearson’s newest way of delivering our respected content. Fully digital
and highly engaging, REVEL offers an immersive learning experience designed for the
way today’s students read, think, and learn. Enlivening course content with media inter-
actives and assessments, REVEL empowers educators to increase engagement with the
course, and to better connect with students.
REVEL offers:
Dynamic content matched to the way today’s students read, think, and learn
• Integrated Videos and Interactive Media Integrated within the narrative, v ideos
empower students to engage with concepts and take an active role in learning.
REVEL’s unique presentation of media as an intrinsic part of course content brings
the hallmark features of Pearson’s bestselling titles to life.
• Quizzing and Short-Answer Response Opportunities Located throughout
REVEL, quizzing affords students opportunities to check their understanding at
regular intervals before moving on. Quizzes are in multiple-choice and short-answer
response formats.
• Chapter Quiz “Demonstrate Your Learning” end-of-chapter multiple-choice ques-
tions allow students to check their understanding on chapter concepts.
Additional Significant Changes to this Edition
• A new feature, “Promoting Play,” in every chapter addressing a different issue re-
lated to supporting children’s learning through play or protecting children’s right to
play. See the Special Features page at the end of the Table of Contents for a list of all
of the feature topics by chapter.
• Revised Chapter 3 with examination of current issues such as the Common Core
State Standards and accountability through the lens of developmentally appropriate
practice.
• New sections on the implications of the Common Core State Standards for curricu-
lum and teaching in preschool through grade 3 in Chapter 10 on planning curricu-
lum, Chapter 11 on assessment, Chapter 12 on language and literacy, and Chapter
13 on mathematics.
• Updated Chapter 1 with discussion of new policy initiatives, changing demograph-
ics, new research on the effectiveness of early education, and trends in the field.
• Updated Language Lenses on research-based classroom practices for effectively
teaching dual language learners.
• New examples of developmentally appropriate use of digital media with children,
teachers, and families throughout the text.
• Reorganized content by moving sections on developmentally appropriate learning
environments, materials, and schedule to Chapter 3, Developmentally Appropriate
Practice.
• Reorganized Chapter 10, Planning Effective Curriculum, to include discussion of
Reggio Emilia.
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• Updated research and new examples of effective practices for children with diverse
abilities, particularly children with autism spectrum disorder.
• Expanded discussion of current research on brain development and executive
function and implications for teaching.
• New artifacts and examples of children’s work, especially from children in the
primary grades.
Book Organization Reflects
Guidelines for Developmentally
Appropriate Practice
This book is designed to teach the concept of developmentally appropriate practice for
students because an understanding of its principles is the foundation on which to build
early childhood programs and schools for children from birth through age 8. Chapters
are organized according to NAEYC’s guidelines for developmentally appropriate practice,
which I have coauthored for 30 years.
Part 1, Foundations of Early Childhood Education, describes the current p rofession
and the issues and trends effecting it today (Chapter 1), the rich history from which
developmentally appropriate practices evolved (Chapter 2), and an overview of its
principles and guidelines, which are described in depth in later chapters (Chapter 3).
Part 2, Dimensions of Developmentally Appropriate Practice, includes chapters
describing the key factors teachers must consider as they make professional decisions.
Chapter 4 presents an overview of current knowledge about how all children develop and
learn. Chapter 5 addresses the unique, individual differences among children, including
children with diverse abilities. Chapter 6 discusses the critical role of social, cultural, and
linguistic contexts on all children’s development and learning and how teachers must
embrace a diverse society to help every child succeed in school and life.
Part 3, Intentional Teaching: How to Teach, describes the role of the teacher in
implementing developmentally appropriate practices. Each of the interconnected aspects
of the teacher’s role is addressed in separate chapters: building effective partnerships with
families (Chapter 7), creating a caring community of learners and guiding young children
(Chapter 8); teaching to enhance learning and development (Chapter 9); planning e ffective
curriculum (Chapter 10); and assessing children’s learning and development (Chapter 11).
Part 4, Implementing an Effective Curriculum: What to Teach, describes both
how and what to teach children from birth through age 8 in language, literacy, the arts,
mathematics, science, technology, social-emotional development, social studies, physical
development, and health. Each chapter demonstrates how the continuum of children’s
development determines the appropriateness of curriculum content and intentional,
effective teaching strategies for children of different ages.
Early childhood educators join this profession and stay in it because they believe their
work can make a difference in the lives of children and their families. But to make a last-
ing difference, our practices must be effective—they must contribute to children’s learning
and development. This book reflects this core goal by building on the basic framework
of developmentally appropriate practice while going beyond to emphasize intentional
teaching, challenging and interesting curriculum, and evidence-based, effective practices
for a new generation of early childhood educators. Each of these key themes is discussed
on the following pages.
vii
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Intentional Teaching of Young Children
This text builds on the framework of developmentally appropriate practice emphasizing
84 Part 1 Foundations of Early Childhood Education
that effective teachers are intentional, thoughtful, and purposeful in everything they do.
should not be viewed in isolation. All three considerations, in fact, interact with and
influence each other; they are always intertwined in shaping children’s development and
behavior. For example, children all over the world follow a similar developmental pat- 118 Part 2 Learning and Developing from Birth to Age 8: Who We Teach
tern when learning language. They all progress from cooing, to babbling, to one-word
utterances, to telegraphic speech (“Daddy up”), to short sentences, and finally to more Becoming an Intentional Teacher cleoa-rcnoinngs tbruy cstoiolvnin gC hpirlodbre-n
complex sentences. However, a wide range of individual variation exists in language lems collaboratively with the
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experience as well as developmental variation. At age 3, Joey speaks in three-word ut- construction of knowledge.
buterta nacelss, woh ewreahs hyis tsahmee-yag ea croues ind, Moiicnhagel , ietxp oaunndds i nc paarnag raepxhsp. Flianailnly, etahche rationale Hwoerrkein’sg Wonh athte Hbaapsipc emnaetdh emIna timcayl nkiunmdebregra rotepne,r atwioen sa—re tpol aisnoinlvge eathche opf rtohbelier mst,e pesx.-
fa Btoencytiseotairhe odroiac csnlprtd sNF -iothn h oirosmoflimfpfeddwle auea aoArl ae nllmLkdneyimsetsoc n ’ f epeepsotlia rheigcrlcilazeo mhra i oi sihlleealplksaad ren csa syiraa ghe o2tt.kgnnui 2 hhlrs’adn as ocg Er dTiwhleesnaenin, In lgo tt.dihgtelnknrie auhsec chaintlmhugh en etiedeeonrysi en g d:nhhhe gleie tmnvpr rit ge imfhnl i ooeoraos pf dttns mkh-tcightaeeareelrulnae aatdl cthdn tte asr,do n ecseo deTSlf ar np hcosheoaosotin.tnws aosHi shs oitc hedmerer eaht hufrocriaeh r ehtr nsei tsetoorr recsndiw hfsttaanh aeupt lifhclcnlreaeeaukhnysrl .atgats tuAe beitora oolareuululna tso n tcgri fs,hnd reus t ohya tpu, hseep pdeas o t.ehrd r mShitfersoiaicn xcteiiogw---is vn eiacasnotl rdnaw ctweohprhastyt,, acdggwowccdellbaeohheinsnnd see-dhettdginnueenri ie vwrrgrgI.stier i inh t tMdtaaaf geho nnnli tkrcguddshp euum ptarghsneboatiburtl bvtr oerebtMiela nurertso csirggmtpgfa ti h omieu“c tn ncchetitegsih ihlenha, esa gialiIm islns .spnyl gue opogaIleanbriwlblkne”ir telnne- rioeidnda.senu c,gi dtI rg toot . osia it uctoT uhls plrsnnhcaau olH uhrsatba o smyl ocMteur armtotabagiishovgrchee neimutrw tr Iesaieem,hem,dsl s esbc bpco tnehuweahrrs oeitcnailsh tv adi tmhsease urhu md ehesseicdnuensie cm citntheswspcw.t si ole sstosIaSrhts f ykDratssuauio lifnatlsnigurl ndogey--Il AiswaaHetniitdrfoine, tttd cneeghrIihnarl nee deslkag ’-iconsbmdv kuao eoiWoagnb wuuitadltth eht p tt -esnhwpiadunmuariotb ogmt t atwai Ihttr ubc iaWeencnhec eaHur,dtaks limeso nM sc rmogob soiTn.fgeten h autr chhsnIieme.niidl ssp Hki p dmntoerisegown omi vinrngsaeeo, sn m enidassseAtn stsnareds atpo n atSnbpte i etlksabyog ilirena inenfibdnog stier gl o rit t btghtosyhuae h eriestolto exdwee p inmscfneu oagrtpubsie mlecntoar hycdeaheihnacilest---t
get to know the children well. She meets with their families, engages in one-on-one works in construction. I decided on a three-pronged approach dren’s later competence in math. I also understand that
theyc onsveerlseatciotn s twhithe c hsiltdrreant, eobgseirevess tthehire byeh advioor ,a nad nskdills cthhrouaglhloeutn thge ed ays, tudents to to support his understanding and application of subtraction: children learn best in the context of supportive relation-
refleaptraein crcfrodeeutb wslsA lutees fmcstm us ih n ssiugh lr podrwee atr silelghtapsnhete, i teceocasxio nnfrtcuid octe n o heotkt adeewnsrrn ohks he.wesa x rttt p oheshe xeherrpieve ee asnkcsltucuntaeeadotstewi e onst sentt hcsasf,ec r ieoihsnrhmi n snreke g haair leeodlrrgsti hn uisseglutoaur co rd6hslryy- .as aoosan fcsl disictae eh7lsr is-salyekdcseiy lad lttrseha-,veos weiklrlds hos aeop.b rrmSei lsahieotsenil e vtof,sii t nnhtahgdene rsmd s ct haauinrtarhe--t 12)) IuaDacIt hbnaasuaerladerldl scity Hns co ua.gow oss ium iintadtnhthenetei isd nnM5I mttgs–iii,ommg1p nuu0raeaoesl ,lvlmil l n.eIyc igm Uonvj ueousesrinhintnbnetot aigs rnMl S tltg mytwwi o gtiasorurceunareed pii lpna appusta o .wrlnc raoMtedetb ei nMlivkoegte itemusgthreo,u se l t e rwiialn lmoo’cncsvrhedl keu.gi sl dnrid Inoitu rnrudiemangpinivt bni irandioesnng!--r ste(plchoe2haheiwng)icri plhtf hdioasaeo rs, rcnm cs chalaaeehanilnsvllindsdyl edci d’lnsse I ouo g t osolf pet t nephsrvpa ukoeearcicrl a l thtslsc o u kkeatfrciiia selclhlic l e n,tihi hi ldnand ieletnnd’e esp dcear teh aprlh(nneice3eldvetdni)ierer ’od. lsdn n es Ietgos nu vd oftppe iolanepyls lo.r tuo fhpsmrpoIktii rpsneyimtl odghlbc.r aeytlllnenea:e csds v(sses1e ore (l)o,wnot o ansiutmst hnhtsah eet tia hslson tsek tieliianhpnlxllge-)t-,
significantly behind their peers in some areas. Each child has a unique personality dcaurcdes twhiet hc opniccteuprte os fa “nSdu lpapbleyl sL oisft tsh”e t od itfhfeer ceennt tseurp, pulsiiensg. V(ZyPgoDt)s ktoy duessecdri bteh eth ete crmhi ldz’osn sek ilol fl epverol xwimheanl sduepvpeloorptemde bnyt
and profile of abilities, and Frida becomes more aware of these. Children can add nuts, bolts, and tools to their baskets, an adult or more experienced peer. He believed that by as-
Neela has Down syndrome, and Frida has already met with her parents and the ancoc loorndginegr tnoe ethde f olirs tt,h aenird bruetiludrinn g(s upbrotjreacctts) . thAisn gMs itghueeyl sinefsosrimnga toionnly own hhaot wa tcoh siuldp pkonrotw tsh,e ac hteiladc’hs eprr odgoreess sn. oBt uhta bvey
team of special education professionals who create and implement an individualized purchases and returns items for his building project, I assessing a child’s ZPD, I am able to structure for progres-
educational plan for her. After a few weeks, Frida becomes concerned that another support and make explicit his adding and subtracting, sive development and learning.
pointing out to Miguel how successfully he uses math
child, Almonzo, might have an undiagnosed language delay. In the case of the six for his project. Reflection How did this teacher use assessment to
children whose home languages are not ones Frida knows, she recognizes that she 3) Finally, during the morning math challenge, I pair guide her intentional teaching? What other strategies could
must take extra steps to find out about them. Using community volunteers and, in Mceipgtuse wl ewlilt,h a nad f riise vnedr yw vheor buanl.d Ie rhsatvaen dths esmub wtroarckt itoong ecthoner- s Dheev ehloapvme eunste?d to teach Miguel in his Zone of Proximal
one case, a paid translator, Frida connects with the families of her students to build
relationships and to learn what capabilities the children exhibit in their homes and
communities.
gets over the last hurdle herself. Ave gives him a big smile as she pushes off with her feet
of chSiold wdee vseeleo ptmhaetn itn a mnde eletianrgn itnhge, acsh iwlderleln a, sF hreidr ak nseoawmleledsgsel yo fd rthawems oans ihnedri vkindouwallse adngde z(thZoePn eDa c)o tfuT aphlre od dxeiivmsetlaaonlp cdmee ebvneetltaowlp elmeevnee nl t and mBya kgeisv ian gci Arcvlee “aaro luengd u tph,”e Krohoamri. helped her accomplish a goal that she couldn’t do on
members of cultural groups. Precisely because children are so different and their abilities an individual has achieved (her her own, but could achieve with his assistance. Vygotsky (1978) identified this as the
vary so greatly, Frida will need to draw from a wide repertoire of teaching strategies to independent level of problem zone of proximal development (ZPD)—the distance between the actual developmental
solving) and the level of po- level an individual has achieved (their independent level of problem solving) and the
help them achieve developmentally appropriate goals. tential development she could level of potential development they could achieve with adult guidance or through
So far we have described the areas of knowledge that teachers consider in making achieve with adult guidance collaboration with other children. The assistance, guidance, and direction teachers pro-
dtheicniksi aobnos uatb. oNuot wd ewveel touprmn eton ttahlely w aoprpkr oopf rtihaete t eparcahcteircse——wwhhaatt d toe aecahrelyrs c nheileddh otoo dk nteoawc haenrds soocrt hatehffrr oocluhdgiilhnd grce onTll.haeb oarsastiisotna nwcieth, vcinhid itlehd er c e“hniZ lldoernaeern.n” iinn tthheeiirr ZZPPDD, irse acdal tlhede fsecaatfufroel dBiencgo. mTion gg aainn Idneteepnetiro nuanld eTresatcahnedrin: gT eoafc hhionwg
do? What are the dimensions of practice that describe the teacher’s role? guidance, and direction teach-
✓Check Your Understanding 3.3: Developmentally Appropriate Decision Making etlehrase rmpnr oaav csicdkoielm lc p(hwliiilstdhhr ieann t tathose khir eo Zlrp P D) Scoonctrioal lo rC sohanpset lreuacrntiinogn, a so bf eKhanvioowrisltes dbgeleie vSe c(asfefeo lpd.i n1g2 4d)o. eIns snteoat dm, cehanil dtrheant lteeaarcnh ebrys
that they could not achieve on solving problems collaboratively with the teacher’s support or by working with peers,
their own. which is called co-construction, or social construction of knowledge.
Effective teachers are informed decision makers who adapt
The Complex Role of the Teacher
for individual differences, including for children with dis-
According to the NAEYC’s (2009) guidelines for developmentally appropriate practice,
the complex job of an early childhood teacher has five interrelated dimensions: (1) abilities and special needs. Check Your Understanding
creating a caring community of learners, (2) teaching to enhance learning and devel-
opment, (3) planning curriculum to achieve important goals, (4) assessing children’s features engage students in assessing their own learning.
learning and development, and (5) establishing reciprocal relationships with families.
Some questions involve critical thinking about a complex
teaching situation orCh aipstesr 3u Uend ecrstoandning fanrd oApnplyitngi Dneveglop mtehntaelly Apepraoprrialtey Pr acctiche ildhoo99d
field. TheseK qeyu Tiezrzmess appear only in REVELTM and include
M03_BRED6702_03_SE_C03.indd 84 10/8/1f5 e 11e:56d AMback. ■■ aagssee asspmpreonptriate ■■ ccuulrtruicruelum ■■ ilneaternnitniogn cael ntetearcshers ■■ preucsihp-rdoocwaln r ecluartriiocnuslhuimps
■ caring community of ■ developmentally appro- ■ position statement ■ scientifically based
learners priate practice (DAP) curriculum
■ culturally appropriate ■ individually appropriate
✓
Demonstrate Your Learning
Click here to assess how well you’ve learned the content in this chapter.
Intentional teachers must reflect and apply their knowl-
Readings and Websites
edge using a broad repertoire of effective teaching strat-
Carter, M., & Curtis, D. (2014). Designs for living and National Association for the Education of Young
learning: Transforming early childhood environments. Children
egies. Demonstrate Your Learning features at the end St. Paul, MN: Redleaf Press. NAEYC’s website has a special section on resources for
Copple, C., & Bredekamp, S. (Eds.). (2009). Devel- developmentally appropriate practice and play, plus cop-
of each chapter require students to practice these skills. opmentally appropriate practice in early childhood ies of all their position statements.
programs serving children from birth through age 8 ZERO to THREE—National Center for Infants,
This end-of-chapter quiz appears only in REVELTM and (3rd ed.). Washington, DC: National Association for the Toddlers, and Families
Education of Young Children. This website provides resources and practical tips for
includes feedback. Epstein, A. S. (2014). The intentional teacher: Choosing working with infants, toddlers, and their families.
the best strategies for young children’s learning (Rev.
ed.). Washington, DC: National Association for the Edu-
cation of Young Children.
ASCD Whole Child Initiative
This website provides resources promoting elementary
education that supports all areas of children’s develop-
ment and learning.
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Current Research on Effective Practices
In an era of Common Core State Standards and Early Learning standards, accountability,
and rapid change in the field, the text makes research understandable and meaningful for
students and illustrates the connections between child development, curriculum content,
assessment, and intentional teaching.
Chapter 13 Teaching Children to Investigate and Solve Problems 449
What Works
Teaching STEM to Dual Language Learners What Works features present research-based practices in
Considerable attention is paid to research on how dual language graders used to interpret their graphs in
learners acquire English and learn to read. At times, there is an as- Figure 13.1.
stiutym, platinognu tahgaet ibse lceasuss eo fm aa bthaerrmiear.t icHso iwse avbeor,u mt nauthmebmearsti casn dit sqeulfa nis- todayP’sr ocbulerrmic usloulmvin dgu ies tpol athyien gC oam lamrgoenr Croorlee sinta ndards, but word action, including descriptions of demonstrated effective
a language, and as we have seen, math talk is what makes its ab- problems complicate the challenge of math instruction for dual
shtarvaec t tchoenirc eopwtns cvoomcapbreuhlaernys iabnled fionrv cohlviled raecna.d Oetmheicr alarenagsu oafg eS TtEhaMt ltahnagt ucargeea tele acronnefruss.i oTne,a scuhcehrs assh: o“uJlodn aasv ohidas t2ri cckayr sw aonrdd p3r otrbulecmkss; practices such as teaching mathematics to dual language
children do not encounter in everyday interactions. In short, STEM how many vehicles does he have?” Such a question poses a lan-
learning presents unique challenges for dual language learners. guage test rather than a math problem. A related challenge pre-
learnMerasn iyn goef ntehrea l saarem ee ffsetcrtaitveeg iiens t efaocr htienagc ShTinEgM d. uFaolr elaxnagmupalgee, soeftnetne dr ebqyu wireo.r dS polrvoibnlge ma sp riso bthleem c uulstuuaralllyly r eimqupilriecsit tkhnaotw al ecdhgield t hueny- learners, father involvement, and using evidence-based cur-
gestures such as a circling motion are useful in helping young derstand the situation in which it occurs, whether it’s purchasing
children understand basic concepts such as the whole amount or groceries or driving a car at a certain speed.
pshuattpiensg wtoitghe tthheeri ra fnindg tearksi.n Tge aacphaertr.s Cchainld sreetn u rpe aadni loy bcsotuacnlte o cro fuorrsme and yMeta nmipaunlya tcihveilsd raerne hcaanilnedot arse laante e txoc etlhleenset ttoooyls .t oF etewa cshu cShT EtoMys, riculum to narrow the achievement gap.
for children to use their whole bodies to learn position words such reflect the racial, cultural, and gender diversity of our classrooms.
as above, below, between, and through. A strategy for older chil- For example, Lego® has introduced some plastic figures portray-
dren is to create a math, science, or technology dictionary of rel- ing people of color as doctors, scientists, architects, and other
evant terms. Such a resource engages children in using different STEM occupations. However, most STEM toys still promote ste-
ways of representing a concept—in this case, words that can be reotypes of only white males in these roles.
referred to later. What works most effectively are the practices that are de-
Another effective strategy is having children talk to one another velopmentally appropriate for all children—hands-on, meaning-
in pairs or small groups. When children are learning a new lan- ful experiences coupled with teacher scaffolding, as opposed
guage, it is important not to put them on the spot. They shouldn’t to worksheets that test what children should have already
be expected to respond in front of the whole class. In a small group, learned. Dual language learners need to actively “do” science,
it is easier to practice concepts and “errors” are more likely to be technology, and engineering tasks—as teachers and other chil-
viewed as part of the learning process. This is especially important dren supply the words. And most important of all, teachers need
with a topic like math that may have only one correct answer. to have high expectations that all children can learn challenging
Introducing a math or science concept to the whole class can STEM content.
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in school. Today’s vast array of digital tools make individualizing instruction for multi-
language learners much easier than in the past, as described in the feature Language Lens:
STEM skills and understanding, with T standing for technology. In other words, children Using Technology to Teach Dual Language Learners.
need to think critically about how technology is used to solve problems as well as learn Awareness and responsiveness to all forms of diversity must be integrated across all
hAow D toe usvee telcohnpolmogiecanl totoalsl liny i natenntidon aTl aendc chrenatiovel owagyisc.ally Chapter 3 Understanding anasdur eAcacpsep eolydfin icgnu Drsrecivcheuolloouplm.m B eaunnttda ml ltyeo Aarecp hpterhorapsn’r i artethelaa Ptt,ir oascncthsichoeioplss whaitvhe cah riledsrpeon8n 1tsoib eilnitsyu rteo tphraotv aidlle c thoidldarye’ns
Appropriate Classroom Including All Childrcahnei aldnnrtei-nb wiaist he dthuec astkioilnls, two hfiucnhc twioen d iens ac rciboem ipnl etxh,e gnleoxbta sl escotciioenty.. In short, they benefit from
A preschool teacher creates a class website that is updated regularly. The children create
ain steligdrea tsehdo wsc iaebnocue t stthuediyr colna stsh ep eptr oupsienrgti eKs iodf Pwixa tseor,f tkwinadree rtgoa srthnaerres wpritohd ufacme iilniefos.r mFoarti oann Developmentally AppropriaAten tPir-aBcitiacse Education
books on the computer using digital photos of their water experiments. and Children with Disabilities
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not to correct children when they mix languages. Cor- them well in other learning situations and has long-
recting children’s language attempts sends a signal that lasting positive effects on language, cognition, and so-
they’ve done something wrong. They may stop trying to cial development.
communicate in order to avoid making the “mistake” of
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• Current research findings, such as effective strategies for teaching dual language learn-
ers or children with autism spectrum disorder, are brought to life and made meaningful
by connections to classroom and community examples.
• The terms and definitions used in this text contribute to establishing a shared v ocabulary
for all of those in and entering the field.
• Approximately 40% of the references are from 2012 and beyond.
ix
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