Early childhood mathematics instruction: Seeing the opportunities among the challenges

Engaging Young Children in Mathematics: Standards for Early Childhood Mathematics Education

Volumn , Issue , 2003, Pages 393-400

  Feiler, Rachelle ^a  

^a SAN DIEGO STATE UNIVERSITY   (United States)

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[No Author keywords available]

Indexed keywords

EID: 46349096556     PISSN: None     EISSN: None     Source Type: Book    
DOI: None     Document Type: Chapter

References (8)

1. Bredekamp, S., & Copple, C (Eds.). (1997). Developmentally appropriate practice in early childhood programs (Rev. ed.). Washington, DC: National Association for the Education of Young Children.
2. Edwards, C., Gandini, L., & Forman, G. (Eds.). (1993). The hundred languages of children: The Reggio Emilia approach to early childhood education. Norwood, NJ: Ablex.
3. Feiler (2002). Beyond the dichotomy: Defining learning-centered early childhood Instruction. Unpublished manuscript.
4. Goldsmith, L.T., & Shifter, D. (1997). Understanding teachers in transition: Characteristics of a model for the development of mathematics teaching. In E.Fennema & B.S.Nelson (Eds.), Mathematics teachers in transition (pp. 19-54). Mahwah, NJ: Lawrence Erlbaum Associates.
5. Hart, C.H., Burts, D.C., & Charlesworth, R. (Eds.). (1997). Integrated curriculum and developmentally appropriate practice: Birth to age eight. SUNY series, early childhood education: Inquiries and insights. Albany: State University of New York Press.
6. Malaguzzi, L. (1997), Shoe and meter. Reggio Emilia, Italy: Reggio Children.
7. National Council of Teachers of Mathematics (2000). Principles and standards of school mathematics. Reston, VA: Author.
8. Wadlington, E. & Burns. J.M. (1993). Instructional practices within preschool/kindergarten gifted programs. Journal for the Education of the Gifted, 17(1), 41-52.