RRH: Rural and Remote Health. Published article number: 3566 - Evaluating the impact of a community developed collaborative project for the prevention of early childhood caries: the Healthy Smile Happy Child project

"Chapter 7 Mathematics Teacher Educators’ Learning through Self-Based Methodologies" published on 05 May 2020 by Brill.

This study explored how developmentally appropriate practices influenced the affordances of a multitouch surface in an early childhood classroom. Children, ages 4 to 5 years old, were videotaped while engaged in a storymaking application on a multitouch table. As a result of the study, we found that some challenges with the functionality undermined children's autonomous control. The researchers observed numerous instances of issues with control of the medium, including height of the table, sensitivity to multiple types of touch, and limited instructions and prompts. Implications for future research and practice are discussed.

In early childhood education (ECE) classrooms, teachers navigate practices about how to allow space for students to make sense of new STEM-based ideas. We posit that such pedagogical moves require ample in-the-moment perseverance by the instructor. In this paper, we seek to explore the nature of such instructional perseverance in ECE classrooms and how it manifests when ECE educators are supporting young children to develop their STEM reasoning, with a primary focus on the mathematics discipline in a social justice context. Working with a dataset consisting of four ECE classroom episodes, we employed an analytical framework that captured evidence of instructional perseverance. We found that the instructional perseverance of the ECE teacher was integral to the development of STEM reasoning of her young students. We present an illustrative case that details the instructional perseverance of the ECE teacher and the related STEM reasoning of her students in the context of exploring income variance by race. We argue that teacher education development must address how ECE teachers can plan for and navigate in-the-moment instructional obstacles in order to support young students’ STEM reasoning development, which positions students for productive STEM-based outcomes.

This paper aims to present how quantitative literacy was made a focus in a preschool classroom of three- and four-year-old children. With a focus on examining two areas of quantitative literacy, number knowledge and counting (Jordan, Kaplan, and Locuniak 2007) we seek to explore how educators, within an early childhood setting, used a project approach (Katz, Chard, and Kogan, 2014) and inquiry-based practices to build and extend upon the emerging competencies of the children. Utilizing narrative inquiry (Clandinin & Connelly, 2000), we draw from planning meeting notes, lesson plans, and lesson artifacts to construct a story that chronicles the journey of these teachers and children, attending to the ways in which both took up early learning standards related to numeracy and infused them into the classroom projects. Furthermore, we examine noticings of the teachers with regards to how the children expanded upon their abilities related to number knowledge and counting throughout the project and school year. As we reflect upon the journey, we note how project work served as a vessel for this knowledge to develop, as well as the need for these elements to be examined and planned for during the early years so that young children can demonstrate their learning in the clearest way possible.

Four-year-old children used mathematics to examine the location of and access to public playgrounds in their community. They collected and recorded data, using the information to advocate for a social justice issue.