How Are CKA Research Articles Important to You?
Over two decades CKA has published research articles about early childhood education topics. CKA has reviewed these articles and discovered them to still be highly applicable to educators. But why should you pay attention to them?
1. These articles are written about the students you teach. They focus specifically on children of preschool and/or early primary years.
2. These articles are about topics that affect you. Whether it’s full-day kindergarten, stages of art development, literacy activities or mathematics instruction, the topics are relevant to your teaching and learning.
3. These articles have Study Guide Questions for deeper understanding. Schools have Professional Learning Communities that study research as it relates to educators’ teaching and students’ learning. CKA, with the help of the research authors, developed Study Guide Questions to help educators “dig deeper,” to build connections for their own classrooms.
A Beginning Teacher Support and Assessment (BTSA) trainer informed CKA that teachers going through induction must complete 24 hours of Professional Development. This can be done in a number of ways, including the reading and analyzing of research articles that relate to their inquiry (self-selected focus area). BTSA candidates can read research and then write a synopsis and how it relates to student success. They share this with their Support Provider who, in turn, sends the work to the County Office of Education and indicates that two hours of their Professional Development has been completed.
4. These articles have ongoing opportunities to enrich your teaching. Several authors have agreed to update their research, serve as discussion leaders for online professional development sessions, and respond to questions from the field.
Addressing Kindergarten Students’ Conflict Behavior: Encouraging Social-Cognitive Development, Pamela S. Lane-Garon
A parallel is drawn between the natural course of development in young children’s social-cognition and conflict-related behavior. Conflict is viewed as an important context in which children develop the ability to make inferences about others’ thoughts and feelings. Given the role of conflict in providing children with opportunity to practice social skills, the use of a kinesthetic tool for facilitating interpersonal problem-solving among kindergartners is recommended. Study Guide Questions: A. How does the information in...read more
This article examines early childhood theoretical “hats” that are possible choices for a kindergarten teacher to wear in the United States. The “hats” represent major theoretical perspectives for early development and education. It is suggested that, through an examination of how these “hats” are translated into classroom practice, a vital and enriched kindergarten experience can become more of a reality. The discussion concludes with examples of how each theoretical hat can become visible in the practice of...read more
“New state kindergarten standards in California list reading content that used to be more commonly taught in first grade. This article examines some of the thinking behind this change and argues that beginning reading can be incorporated into the kindergarten curriculum but not at the expense of two other key components – socialization and language development. Ways in which these three goals can be strengthened and combined are described.” Study Guide Questions: A. What examples do you see in your classroom of...read more
In this article some approaches to creating music at the kindergarten level are described. An overview of exploratory and spontaneous musical behaviors associated with early childhood development precedes a discussion of nontraditional ways to make music with children in kindergarten – ways which facilitate (and even encourage) musical creativity and musical decision-making. Study Guide Questions: A. Does this article encourage you to expand your music activities? In what ways? B. Please share a rewarding music lesson on our...read more
“This article details the progress of a zoology program in a Montessori class of 20 children, 3 to 6 years of age. The teacher’s diary begins with planning in July and continues through the first two months of school. Described are content and learning experiences about vertebrates and invertebrates. Guiding the program are theoretical principles regarding instruction and learning.” Study Guide Questions: A. What wild animals live in your part of the world? B. How can you get ready to welcome one or two animals...read more
“The purpose of this article is to discuss and demonstrate how children’s literature is an important resource in mathematics instruction for young children. Books concerning the following concepts are discussed: numbers, one to ten; counting by 2’s and odd and even numbers; groups or number patterns; large numbers, and the 100th Day of School. The successful use of the recommended books with kindergarten and first grade children is described.” Belle Akers, 1st Grade Teacher Convent of the Sacred Heart Elementary, San...read more
“Research has found relationships between physical development and other areas of development in children. This article presents an overview of these interactive relationships and answers the following questions: Why is movement important? How does it contribute to learning? What should kindergarten children learn in physical education?” Study Guide Questions: A. What was surprising in what you read? B. What is the difference between self-space and general space? C. How do you provide a balance...read more
Balancing Constructivist and Instructivist Curriculum Goals in Early Childhood Education, Lilian G. Katz
“The field of early childhood education has long been marked by intense controversy concerning appropriate curriculum and teaching methods and goals. This article explores some implications of traditional dichotomies of the field and suggests that while there are many reasons to resist the side that advocates formal academic instruction, it does not necessarily follow that what is offered to children in nonacademic programs sufficiently addresses their academic development.” Study Guide Questions: A. ...read more
This article makes the case for temporary spelling as a contributor to auditory sequencing and improved visual memory. It details the sequences in spelling development with many relevant examples. Study Guide Questions: A. Develop a rubric that shows children’s advancement through the stages of temporary spelling into conventional spelling. B. Use the rubric to inform parents and preschool educators of the need to support temporary spelling in order for children to become competent conventional spellers later...read more
One of the hallmarks of a developmentally appropriate classroom is allowing children choices in learning. This article shows the linkage between language, literacy, and children’s social and cultural development. This article is appropriate for both preschool and elementary educators. (Visit his website at http://drdanielmeier.com/site/Home.html) Study Guide Questions: A. List as many positive outcomes as you can that are more likely to occur when children have choice-making...read more