New Resources and Developments

CECE Researchers Publish Article About the Relationship Between Complexity of Block Structures and Math Learning
Journal of Early Childhood Research 300x300

12/1/16: CECE faculty and student researchers recently published the article "Block play and mathematics learning in preschool: The effects of building complexity, peer and teacher interactions in the block area, and replica play materials" in the Journal of Early Childhood Research. The article outlines study findings that the level of social participation and percentage of structures built without toys predicted the complexity of children’s buildings. This building complexity was, in turn, associated with growth in math learning, as measured by Tools for Early Assessment in Mathematics.

View Post
CECE Awarded Prestigious Spencer Research Grant
Spencer 2016 300x300

9/30/16: The Center for Early Childhood Education has been awarded a prestigious Small Research Grant from the Spencer Foundation for the study “The Relationship of Teacher-Child Math Talk During Preschool Play To Young Children’s Mathematics Learning.” Professors Jeffrey Trawick-Smith and Sudha Swaminathan will study how the kinds of conversations teachers have with young children during free play related to quantity, size, shape, and numerical problem-solving affect children's math learning over time.

View Post
CECE Reaches 500,000 Views on YouTube
Watching video on computer 300x300

9/29/16: The CECE's videos have now been viewed more than half a million times on YouTube! (That's in addition to more than 200,000 views on iTunes U and other locations.) Thanks to all of you - in the U.S. and all over the world - who subscribe and share our website and videos with others. We appreciate your ongoing support and are pleased to have been able to provide you with videos that help you ensure young children have the best possible early experiences.

View Post
New Video on Documenting Children’s Learning
Documenting child drawing 300x300

8/11/16: Documenting how children are learning is an important activity for early childhood professionals to engage in on a regular basis. When adults engage in a variety of documentation practices, it can help them to assess learning, reflect on and adjust their teaching practices, support children to revisit their own learning, communicate with families, and advocate for their program. Judy Harris Helm, two preschool teachers, and one toddler teacher discuss why and how to document and discuss how documentation can be used.

View Post