New Resources and Developments

“Lining Up on a Number Line” part of new “Teaching Strategies” video series
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2/6/17: In a new series designed to highlight strategies teachers and providers use to achieve specific goals, the CECE has released "Lining Up on a Number Line." The video shows a Head Start teacher using an everyday transition time to reinforce some early math concepts.

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New Video on Setting Rules and Expectations
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1/13/17: A new video in the "Building Supportive Environments for Young Children" series focuses on supporting children’s social and emotional well-being by ensuring children know what to expect and understand what is expected of them. In "Setting Rules and Expectations," teachers, family child care providers, and experts discuss how to determine developmentally appropriate rules for children, and share strategies they use for communicating rules and expectations to children. Strategies for involving young children in creating classroom rules are also shared.

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Plus-Plus Named 2016 TIMPANI Toy
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12/12/16: Plus-Plus, a construction toy, has been named the 2016 TIMPANI Toy. The annual TIMPANI toy study investigates how young children play with a variety of toys in natural preschool settings. The toys are placed in preschool classrooms and scored on subscales of thinking and problem-solving, cooperation and social interaction, creativity and imagination, and verbalization. Student researchers videotape the children playing with the toys using hidden cameras and code the videos according to the study’s evaluation rubric.

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CECE Researchers Publish Article About the Relationship Between Complexity of Block Structures and Math Learning
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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.

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