As a preservice teacher educator working with students who are just beginning their preschool teaching careers, I have three main goals: (1) to help students draw on their own experiences
Often in professional development settings it is productive to anchor the content of the day around one activity designed for children. Within the context of the activity, we can engage participants
Children often describe characteristics of shapes using their informal out-of-school language. We want to encourage participants to elicit children’s informal knowledge and language around the shapes and move them to being as specific
A short session around spatial relations can support moving beyond thinking about spatial relations as identifying the shapes, expanding their conceptualization of spatial relations and helping them see opportunities to support learning.
