Discover the developmental benefits of outdoor learning and how the rich diversity of settings and materials of nature gives rise to questions and inquiry for deeper learning. Full of activities, examples, and resources to take the fun of STEM outside.
Discover the developmental benefits of outdoor learning and how the rich diversity of settings and materials of nature gives rise to questions and inquiry for deeper learning. Full of activities, examples, and resources to take the fun of STEM outside.
Patty Born Selly is an assistant professor of environmental education and STEM at Hamline University. She previously served as the executive director of the National Center for STEM Elementary Education at St. Catherine University. Selly has over twenty years of experience in early childhood education, has written two books, and regularly consults other educators on science and nature education approaches for young children.
Inhaltsangabe
Introduction Chapter 1 What is STEM? a. Definition of STEM b. Why Care? i. Societal context ii. Achievement Gap iii. 21st Century/Social emotional development iv. Cognitive processes that help self-regulation and executive function c. Nature/STEM links...why do they complement each other? Chapter 2 Kids need nature d. Benefits of Play/Learning/outdoor time e. Make it Real (Bringing nature in?) i. f. Attention Restoration Theory g. BRIEF barriers acknowledgement Chapter 3 What does High Quality STEM education look like? h. Inclusion i. Differentiation j. Learning styles k. A bit about planning 1. Safety concerns 2. Insects 3. Sunburn 4. Classroom dynamics Chapter 4 Domains Overview l. Science i. Domains of science ii. Where science happens in the EC classroom setting now iii. Process skills iv. Inquiry process v. Crosscutting concepts vi. Standards and recommendations 1. NSTA position statement 2. NGSS m. Technology 1. Tools 2. Digital technology n. Engineering i. Why eng in early childhood 1. Standards 2. Important thinking skills o. Math i. Math in EC classroom ii. Math standards and recommendations iii. Take it to the next level Chapter 5 How Can I? p. Catalysts and what kids might do with them (DO) q. Words (SAY) r. Classroom Environments: Creating a STEM rich space (FEEL) s. Community Chapter 6 STEM Starts (Activities) x. What is a STEM start? y. Specific examples of them Conclusion
Introduction Chapter 1 What is STEM? a. Definition of STEM b. Why Care? i. Societal context ii. Achievement Gap iii. 21st Century/Social emotional development iv. Cognitive processes that help self-regulation and executive function c. Nature/STEM links...why do they complement each other? Chapter 2 Kids need nature d. Benefits of Play/Learning/outdoor time e. Make it Real (Bringing nature in?) i. f. Attention Restoration Theory g. BRIEF barriers acknowledgement Chapter 3 What does High Quality STEM education look like? h. Inclusion i. Differentiation j. Learning styles k. A bit about planning 1. Safety concerns 2. Insects 3. Sunburn 4. Classroom dynamics Chapter 4 Domains Overview l. Science i. Domains of science ii. Where science happens in the EC classroom setting now iii. Process skills iv. Inquiry process v. Crosscutting concepts vi. Standards and recommendations 1. NSTA position statement 2. NGSS m. Technology 1. Tools 2. Digital technology n. Engineering i. Why eng in early childhood 1. Standards 2. Important thinking skills o. Math i. Math in EC classroom ii. Math standards and recommendations iii. Take it to the next level Chapter 5 How Can I? p. Catalysts and what kids might do with them (DO) q. Words (SAY) r. Classroom Environments: Creating a STEM rich space (FEEL) s. Community Chapter 6 STEM Starts (Activities) x. What is a STEM start? y. Specific examples of them Conclusion
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