Author Archives: Peggy Ashbrook

Becoming familiar with leaves

A photo shared with a social media group—leaves bound to a stick to create a paintbrush—raised memories of children engaging with leaves in many ways. Thank you to Gill Robertson of Teddy Bear Day Care in Manitoba for sharing this interesting way to explore leaves. Using leaves in art activities is a way to draw children’s […]

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Documenting weather changes

As the wind stirs up and we get a full day of long-awaited rain, children arrive at school in rain boots and coats, and a few in soaking wet sandals. Hurricane Joaquin will bring more rain and wind this weekend as it moves north in the Atlantic, hopefully off the coast not inland. Taking young […]

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The “E” in STEM

Teaching a “STEM” class or curriculum means addressing each letter in the acronym. In a rigorous STEM curriculum, those four areas of teaching and student learning—Science, Technology, Engineering and Mathematics—will be observable every day. Technology The technology piece may be the easiest to incorporate because the technologies for writing and drawing have been staples in […]

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Making Science Accessible in Multilingual Classrooms

Please welcome guest blogger Karen N. Nemeth, writing about making science learning accessible in multilingual classrooms. Karen N. Nemeth, Ed.M. is an author, consultant and presenter focusing on improving early childhood education for children who are dual language learners.  She is a writer and consulting editor for NAEYC and holds leadership positions at NABE and TESOL. […]

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An intersection of physical science and art

I love it when a book of art activities recommends finding materials in thrift stores or using recyclables or common classroom materials to create art. It’s even better when the activities can be part of a science exploration or investigation into science concepts such as the properties of matter, or the motion of objects. Action […]

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Setting up the learning space—where should the magnifiers go?

Do you have a “Science” area in your classroom or other space? Which, if any objects should be permanent residents of a science area? I usually keep a few tools there so children can find them when needed—magnifiers, trays, pipettes/droppers, a small holding box for small live animals, such as crickets, and paper towels. This […]

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Where are you reading Science and Children this summer?

A family trip took me to a new and breathtaking location—Glacier National Park. We went before the Reynolds Creek Wildland fire started but evidence of past burns and avalanches was dramatic. The trip also provided the moments I needed away from daily chores to thoroughly read the July issue of Science and Children. Where have […]

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Expanding understanding, resources for discussions about gender

Young children’s imaginative play often includes creating family groups with toy animals or dolls, and role-playing with housekeeping and dress-up materials. They recreate the relationships they experience or know of from books and other media. As a “mother dog,” a child will tell the “puppies” to follow her. Children who behave out of character, such […]

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K–5 and the Next Generation Science Standards—Webinars

The free webinars by National Science Teachers Association experts, Carla Zembal-Saul, Mary Starr, and Kathy Renfrew, will guide us to a deeper understanding of the Next Generation Science Standards (NGSS). Read more about them and register to attend here.  July 22Teaching NGSS in K–5: Constructing Explanations from Evidence July 29Teaching NGSS in K–5: Teaching NGSS in K–5: […]

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Summer weather events and patterns

If you haven’t been tracking weather events with the children in your summer and year-round programs, they are missing an opportunity to make observations and learn about collecting data. Some regions have more of the same every day, some experience severe weather. Variations in temperature, cloud cover, wind and precipitation can be observed between morning […]

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