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Social Studies and Young Children, 1st edition

Published by Pearson (February 24, 2015) © 2016

  • Eucabeth A. Odhiambo
  • Laureen E. Nelson
  • Kent Chrisman Shippensburg University

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  • Students make the connections between the theory and learning of social studies. Chapter 1 presents helpful background information about learning theory, including an illustrative table that summarizes theorists and their ideas about young learners.
  • Learning and understanding of the text concepts, diversity, and inclusion are enhanced through a variety of key chapter sections.
    • Big idea boxes summarize the key ideas in each chapter, providing classroom applications and pointing out the standards met, helping readers understand what they can expect in the chapter.
    • Adaptations for English Language Learners incorporate best practices for all young learners and focus on practices that help students who are linguistically diverse learn in a variety of ways.
    • Accommodations for Children with Diverse Needs boxes promote appropriate methods, materials, and interactions for children with special needs.
    • Sample Activities integrated through each of the chapter narratives are highlighted in lesson planning sections. Each chapter includes a section with ready-to-use sample activities.
    • Literature Connection sections provide examples of trade, fiction, and nonfiction books that can be used with social studies topics and integrated with literacy and other subject areas.
    • Resources sections provide lists of additional sources that can be used either as background information or directly with children.
    • Home/School Connection boxes emphasize the importance of the home to each child’s learning experience and provide ways to engage families.
    • Learning Centers sections emphasize the importance of play for young children’s learning and provide ideas for practical applications in classroom settings.
  • Students become familiar with what children should be learning as they plan for learning goals. Included are 10 NCSS themes and relevant NAEYC standards listed in every chapter.
  • An understanding of what is developmentally appropriate for teaching social studies content and concepts is accomplished through references to child development and DAP throughout the book.
  • Concepts and ideas are illustrated and clarified. Numerous practical and useful examples, activities, and resource ideas relevant for different age groups appear at the end of each chapter.
  • Teachers see how to provide relevant, appropriate assessment for young children in a full chapter devoted to the topic. (Chapter 9)
  • Teachers see how to integrate social studies into the everyday lives of their students, and to teach social studies with other subjects through the book’s interdisciplinary experiential method presented throughout.

Chapter 1          Understanding the Development of Social Studies Concepts and Young Children

 

Chapter 2          Planning Social Studies Activities with Young Children

 

Chapter 3          Child Development, Families, and Communities in the Social Studies Context

 

Chapter 4          Using Age Appropriate Methods and Strategies for Teaching History to Young Children

 

Chapter 5          Practicing Civics, Government, and Citizenship in Early Childhood Classrooms

 

Chapter 6          Helping Young Children Understand Economics and Social Issues

 

Chapter 7          Age Appropriate Understanding of Geography

 

Chapter 8          Diversity, Anti-Bias, and Multicultural Education

 

Chapter 9          Assessment

Dr. Eucabeth Odhiambo is a member of the Department of Teacher Education faculty at Shippensburg University. She has served the education community in a variety of positions during the past 25 years. As a classroom teacher she worked with K, and 2nd - 8th grades. She teaches undergraduate and graduate courses in the Early Childhood and Curriculum and Instruction programs. She currently teaches child development and social studies methods. She is also involved in student teacher supervision. She has made numerous professional presentations at local, state, national, and international conferences. She has authored publications on teaching, pre-service training and diversity.

Dr. Laureen E. Nelson is a member of the Department of Teacher Education faculty at Shippensburg University. She has served the early childhood field in a variety of capacities over the past 25 years. She has been a classroom teacher, a preschool teacher and director, and a faculty member teaching both undergraduate and graduate courses in the Early Childhood program and the Curriculum and Instruction program. She currently teaches Child Development and Assessment courses in the Early Childhood undergraduate program and Early Childhood Curriculum & Assessment, Leadership in Early Childhood Education and Social and Emotional Development in Early Childhood in the graduate program. She has made presentations on teaching math and social studies to young learners at local, state, national and international conferences and has co-authored publications on teaching math to young learners.

Dr. Chrisman is professor of Early Childhood Education and has co-authored books related to familes, professional development and mathematics for young children.

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