Tag Archives: Mathematics

Office of Head Start Upcoming Events

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Explore and register for upcoming T/TA events, sorted by topic. Scroll down for General Interest; Education & Child Development; Family & Community Engagement; Financial & Program Management; Health & Social and Emotional Well-being; Partnerships in Education & Child Care; and Non-ACF Events in the Early Childhood Field.

To see events sorted by date, visit the Early Childhood Learning and Knowledge Center (ECLKC).

 

General Interest

Monday, March 12
4–4:45 p.m. ET
Online

MyPeers Orientation

Join this webinar for a 45-minute introduction to MyPeers, a community of practice forum for Head Start programs, staff, and partners. MyPeers is a virtual space for brainstorming, exchanging ideas, and sharing resources. Local program staff across the country can connect with and lend support to fellow early childhood colleagues.

Webinar Repeats (all ET): March 19 at 1 p.m.; April 12 at 2 p.m.; April 23 at 3 p.m.; May 8 at noon.; May 16 at 2 p.m.

Education & Child Development

Wednesday, March 7
3–4 p.m. ET
Online

Spotlights on Innovative Practices: Relationship-Based Competencies for Professionals Who Work with Young Children

This is a live repeat of the December webinar which introduced the updated resource Relationship-Based Competencies for Professionals Who Work with Young Children in Group Settings.

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Tuesday, March 13
3–4 p.m. ET
Online

BabyTalks Series: Supporting Children’s Early Brain Development

For very young children, almost every experience is an opportunity for learning. Explore how children’s brains develop in the first few years of life.

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Friday, March 16
3–4 p.m. ET
Online

Preschool Cognition: Supporting Early Math

Join this Teacher Time webisode to hear from experts about early math development. Learn how to integrate early geometry concepts and skills, like shapes and puzzles, into everyday teaching practices.

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Tuesday, March 20
3–4 p.m. ET
Online

New and Revised: Making It Work – Implementing Cultural Learning Experiences in AIAN Early Learning Settings

Discover the importance of infusing language and culture in early learning programs. Hear about the newly updated Making It Work, a guide for implementing cultural learning experiences in American Indian and Alaska Native (AIAN) programs.

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Family & Community Engagement

Thursday, March 29
3–4:15 p.m. ET
Online

Helping Families Prepare for Income Changes Throughout the Year

Nearly two-thirds of low-income families go through significant changes in household income during the year. Head Start and Early Head Start programs can play a key role in helping families develop a plan to handle sudden income changes. This webinar is part of the Building Foundations for Economic Mobility (BFEM) webinar series.

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Financial & Program Management

Thursday, March 8
3–4 p.m. ET
Online

Program Planning and Data & Evaluation

This session will give an overview of the Program Planning and Data and Evaluation sections of the Head Start Management Systems Wheel. Topics will include coordinated approaches and how data supports continuous improvement.

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Wednesday, March 28
3–4:30 p.m. ET
Online

Successful, Supportive Relationships with State Early Childhood Systems

Explore both grantee and state perspectives on building relationships that support access to the Child Care and Development Fund subsidy. Hear from state representatives and two Early Head Start-Child Care Partnership grantees, one rural and one urban, about the benefits of these relationships and what steps they took in building them. This webinar is part of the “Making Strides” series.

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Thursday, April 12
3–4 p.m. ET
Online

Facilities and Learning Environments

This session continues the exploration of the Head Start Management Systems Wheel. Review key considerations in facilities management. This includes an overview of the facility development and renovation cycle, as well as the health and wellness implications in facility management.

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Thursday, May 10
3–4 p.m. ET
Online

Transportation and Technology

This Head Start Management Systems Wheel session will address the fundamental concepts that support the systems of Transportation and Technology and Information Systems. This will include transportation planning, ensuring child safety, and the role of internal staff and external consultants in supporting your computers and software.

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Health & Social and Emotional Well-being

Monday, March 5
2–3 p.m. ET
Online

Tummy Time: A Simple Concept with Enormous Benefits

Tummy time gives babies a chance to stretch and strengthen their muscles, which helps them push up, roll over, crawl, and walk. Join this webinar to explore a new suite of materials for home visitors and other professionals working with families with infants. Learn to encourage and incorporate tummy time into families’ routines. Help caregivers use tummy time as a special chance to bond and interact with babies.

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Tuesday, March 6
1–2 p.m. ET
Online

Implementing Evidence-Based Hearing Screening Practices for Children 3 to 5 Years of Age in Head Start Programs

Learn about evidence-based hearing screening for children 3–5 years of age. Explore newly released instructional resources designed to assist those using Pure Tone screening.

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Thursday, March 15
2–3 p.m. ET
Online

Nutrition Education in the Classroom

Nutrition is key for children’s healthy development, but it can be challenging to make it a part of your daily routine. Explore tips and strategies to create healthier eating environments for children in the classroom and at home.

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April 10–12
All Day
Dallas, TX

I Am Moving, I Am Learning Team Trainings

I Am Moving, I Am Learning (IMIL) is a Head Start program enhancement created to address childhood obesity. It was not designed as a curriculum or an add-on. Join the team training to find out how IMIL fits seamlessly into what programs are already doing to meet the Head Start Early Learning Outcomes Framework. Apply online by March 9, 2018.

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Partnerships in Education & Child Care

Tuesday, March 6
2–3:30 p.m. ET
Online

Strategies for Building and Financing the Supply of High Quality Early Learning Webinar Series: State and Local Finance Strategies

The National Center on Early Childhood Quality Assurance, in collaboration with the BUILD initiative, will facilitate a discussion about state and local revenue-generation strategies that fund quality services for children.

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Tuesday, May 1
2–3:30 p.m. ET
Online

Strategies for Building and Financing the Supply of High Quality Early Learning: Utilizing Grants and Contracts, Payment Rates, and Financial Incentives to Increase Supply and Improve Quality

Hear from states that have used different strategies related to provider payments, grants and contracts, and financial incentives.

May 30 – June 1
All Day
Washington, DC

Research and Evaluation Conference on Self-Sufficiency (RECS)

Explore the latest findings from evaluations or programs, policies, and services that support low-income and vulnerable families on the path to economic self-sufficiency. RECS is presented by the Office of Planning, Research, and Evaluation (OPRE), Administration for Children and Families (ACF), U.S. Department of Health and Human Services (HHS).

Non-ACF Events in the Early Childhood Field

March 2–6
All Day
Costa Mesa, CA

April 4–6
All Day
Online

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April 17–20
All Day
Washington, DC

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April 23–27
All Day
Anaheim, CA

Ready to Learn Program Needs Reviewers

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4/2/2014

Ready to Learn (RTL) is the federal program that has supported many of the educational television shows for young children that you may have seen on PBS (Word World, Super Why!, Peg+Cat, The New Electric Company, etc.). RTL also supports the creation of other educational media such as learning websites, games, and iPad apps. Our goal is to promote school readiness among young children, especially those from low income families, by using the power of mass media to reach into their homes and communities.

Ready to Learn aims to:

  • Create quality educational media via partnerships between professional media producers and early childhood educators
  • Focus on the particular learning needs of low-income children to help promote school readiness or to provide additional enrichment outside the classroom
  • Conduct research on educational effectiveness
  • Conduct community-based outreach programs in settings such as Head Start, libraries, after school programs, and many others.
  • Distribute television programs and digital media products via national broadcasters and other mass media outlets.
  • Create public-private partnerships that will leverage public investments with additional private contributions.

The Ready to Learn program seeks reviewers who can help us in Summer 2014 with an independent panel review of media products and in Fall/Winter 2014-15 with a possible new round of the Ready to Learn grant competition.

Reviewers may include media producers, researchers, PreK or early elementary teachers, researchers, academics, or others. However, all individuals must have knowledge/expertise in some combination of all three of the following areas:

  • Educational media production (including television, games, websites, apps, etc) or the use of educational technology
  • Early Childhood Learning (ages 2-5 or 5-8)
  • Math/Numeracy or Literacy/Reading

Those interested should send their resume (please no more than 5 pages) with up-to-date contact information to Readytolearn@ed.gov.

Baby E-lert, Sharing Information on the Quality Care of Infants, Toddlers, and their Families

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3/3/2014

This Baby E-lert features information about federal partnerships, breastfeeding resources, and math in the home. Share the information and resources with program administrators, co-workers, families, and other early care professionals!

Source: Early Head Start National Research Center

Available at: http://us1.campaign-archive1.com/?u=579784392aff8aa5d251c89ab&id=a28a310a15&e=f28bfaf0fd

Mathematizing Children’s Books: The Joy and Wonder of Mathematics in Favorite Stories

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Monday, Nov. 25, 2013
1 – 1:45 p.m. EST
Register Online Now!

The National Center on Quality Teaching and Learning (NCQTL) hosts the Front Porch Series Broadcast Calls on the fourth Monday of each month. These calls are your opportunity to hear from national experts on current research and findings in early childhood.

Join us for Mathematizing Children’s Books: The Joy and Wonder of Mathematics in Favorite Stories. Dr. Gail Joseph will moderate the call and doctors Allison Hintz and Antony Smith will present. Dr. Hintz is an assistant professor and Dr. Smith is an associate professor in the education program at the University of Washington, Bothell. Dr. Hintz’s research and teaching focus on mathematics, specifically studying how to engage children in mathematically productive and socially supportive discussions. Dr. Smith’s teaching and scholarship focus on content-area literacy assessment, instruction, and professional development.

Reading and being read to is a favorite pastime for many children at home, in school, and at the library. While stories and books cultivate a love for reading, they can also nurture a joy in mathematics. We will share how to find the wonder of mathematics in the pages of children’s books and “mathematize” different kinds of texts. Let’s explore how popular children’s books, like the ones right on your shelf, can foster rich mathematical discussion!

Topics for the webinar include:

  • Mathematics in children’s books
  • Fostering rich mathematical discussion

Who Should Listen?

The broadcast call will benefit an array of audience members, including: Head Start, Early Head Start, Migrant and Seasonal Head Start, and American Indian and Alaska Native Head Start program staff, parents, directors, managers, and administrators; T/TA managers; T/TA providers, federal and Regional Office Staff; and State Collaboration Offices.

Participating in the Broadcast Call

The broadcast call will be accessible only via computer. Select this link to register for the broadcast call and to review system requirements for participation:

https://www4.gotomeeting.com/register/716924495

After registering, you will receive a confirmation email containing additional instructions on how to join the broadcast. Space is limited to 1,000 participants. This presentation will be archived in the Front Porch Series section of the Early Childhood Learning and Knowledge Center (ECLKC)

Questions?

You may send your questions to ncqtl@uw.edu or call (toll-free) 1-877-731-0764.

Source: Head Start National Center on Quality Teaching and Learning

Math Apps, Preschoolers and Framing New Research Questions

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For the past two years, I’ve been following the creation and development of Next Generation Preschool Math, a research and development project funded by the National Science Foundation. The project is designed to shed light on how — and if — 4-year-olds can learn early math skills from apps designed to be used in classroom settings with teacher input and guidance.

The results of the study won’t be available for another year or more, but I explored the work involved in developing apps and setting up such a study in a The New York Times piece yesterday, ”Field-Testing the Math Apps.” This is challenging research work, involving vast literature reviews on different stages of children’s cognitive development to the rounds of testing required to ensure the games work as expected.

Source: NewAmerica.org

Available at: http://earlyed.newamerica.net/blogposts/2013/math_apps_preschoolers_and_framing_new_research_questions-91146

Early Childhood Research & Practice

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Spring 2013

We are pleased to welcome you to the Spring 2013 issue of Early Childhood Research & Practice. ECRP is now in its 15th year as an open-access, peer-reviewed, multilingual internet-only journal with a continually growing international readership. ECRP receives more than 1,700,000 user visits annually from the United States, Mexico, the United Kingdom, South America, China, and many other places around the world.

The current issue includes five articles on a range of topics related to early care, education, and intervention. A special section on parents’ perspectives may be of interest to advocates of emphasizing the voices of parents in early childhood research; three small studies from the U.S. are featured in that section. For the first time, ECRP also offers reviews of recently-published books.

Are you an educator who is interested in the Project Approach? Our multi-media 2-disc teacher resource titled Projects to Go includes the popular DVD “Rearview Mirror: Reflections on a Preschool Car Project” and a CD-ROM of selected ECRP articles (most in both English and Spanish) related to the Project Approach. See http://ecap.crc.illinois.edu/pubs.html#sale for more information.

Topics addressed in this issue include:

  • recent literature related to young children’s school readiness in literacy and mathematics
  • parent-child interactions during family cooking activities
  • reactions of adult and adolescent mothers of children receiving early intervention services to specific aspects of those services
  • perspectives of parents with young children on the autism spectrum regarding their families’ experiences with early intervention services
  • mothers’ and fathers’ observations of their children’s transitions from a child-centered preschool into traditional kindergartens

We hope that you find these articles useful.

ECRP is an open-access journal. We do not take subscriptions and fees from authors are not accepted. We cannot accept advertising. Thus, we are completely dependent on contributions from individuals, foundations, and corporate donors. So we urge you to help support ECRP with a tax-deductible donation. Any amount can make a difference. In fact, if each of our readers donated just $5, we could sustain the journal indefinitely!

Donations to ECRP are managed by the University of Illinois Foundation (UIF). For instructions, go to http://ecrp.illinois.edu/donation.html

We also invite you to like us on Facebook.

Thank you,
Lilian G. Katz, editor
Jean A. Mendoza, associate editor
Susan Fowler, associate editor

Source: Early Childhood Research & Practice

Available at: http://ecrp.uiuc.edu/index.html

Doors to Discovery™: What Works Clearinghouse

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6/2013

Report Summary

Effectiveness
Doors to Discovery™ was found to have potentially positive effects on oral language and print knowledge and no discernible effects on phonological processing and math for preschool children.

Program Description
Doors to Discovery™ is a preschool literacy curriculum that uses eight thematic units of activities to help children build fundamental early literacy skills in oral language, phonological awareness, concepts of print, alphabet knowledge, writing, and comprehension. The eight thematic units cover topics such as nature, friendship, communities, society, and health. Each unit is available as a kit that includes various teacher resources.

Research
The What Works Clearinghouse (WWC) identified three studies of Doors to Discovery™ that both fall within the scope of the Early Childhood Education topic area and meet WWC evidence standards. One study meets standards without reservations and two studies meet WWC evidence standards with reservations. Together, these studies included 585 preschool children aged three to five years old in three locations.

The WWC considers the extent of evidence for Doors to Discovery™ on the school readiness of preschool children to be medium to large for one outcome domain—print knowledge—and small for three outcome domains—oral language, phonological processing, and math. There were no studies that meet standards in the two other domains, so we do not report on the effectiveness of Doors to Discovery™ for those domains in this intervention report.

Source: What Works Clearinghouse

Available at: http://ies.ed.gov/ncee/wwc/interventionreport.aspx?sid=153

Preschoolers’ Grasp of Numbers Predicts Math Performance in School Years

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9/15/11

A new study published today in the journal PLoS ONE reports that the precision with which preschoolers estimate quantities, prior to any formal education in mathematics, predicts their mathematics ability in elementary school, according to research from the Kennedy Krieger Institute.

Humans have an intuitive sense of number that allows them, for example, to readily identify which of two containers has more objects without counting. This ability is present at birth, and gradually improves throughout childhood. Although it’s easier to compare quantities if the amounts differ greatly (such as 30 versus 15 objects), greater precision is needed when comparing items that are much closer in number. When this ability is measured during the school age years, it correlates with mathematics achievement. However, it has been unclear until now whether this intuitive ability actually serves as a foundation for school-age math abilities.

Source: HealthCanal.com

Available at: http://www.healthcanal.com/mental-health-behavior/20746-Preschoolers-Grasp-Numbers-Predicts-Math-Performance-School-Years.html

In Early Childhood, ‘Number Sense’ Matters

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8/8/11

Understanding numbers, the quantities those numbers represent, and low-level arithmetic by the end of first grade are key to better success in learning mathematics through the end of fifth grade, according to a soon-to-be published longitudinal study from the University of Missouri.

Professor of Psychological Sciences David Geary and his research team followed 177 students from 12 different elementary schools for five years, from kindergarten through fifth grade. In a press release, Geary said this study reinforces the idea that without a strong foundation in basic math concepts, students will struggle as math gets more complex.

Source: New America’s Early Education Initiative

Available at: http://earlyed.newamerica.net/blogposts/2011/in_early_childhood_number_sense_matters-55942

Using Music to Teach Mathematics Grants for Grades PreK–2 Teachers

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The purpose of this grant is to incorporate music into the elementary school classroom to help young students learn mathematics. For 2012–2013, grants with a maximum of $3,000 each will be awarded to persons currently teaching mathematics in grades PreK–2 level. This award is for individual classroom teachers* or small groups of teachers collaborating in one grade or across grade levels. Any acquisition of equipment must support the proposed plan but not be the primary focus of the grant. Proposals must address the following: the combining of mathematics and music; the plan for improving students’ learning of mathematics; and the anticipated impact on students’ achievement. (*The definition of a classroom teacher is an individual who spends half or more of his/her work time teaching in the classroom.)

Source: National Council of Teachers of Mathematics

Available at: http://www.nctm.org/resources/content.aspx?id=1318