Literaturnachweis - Detailanzeige
| Autor/in | Ashbrook, Peggy |
|---|---|
| Titel | The Early Years: Navigating Natural Disasters |
| Quelle | In: Science and Children, 54 (2016) 2, S.18-19 (2 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0036-8148 |
| Schlagwörter | Leitfaden; Unterricht; Lehrer; Natural Disasters; Early Childhood Education; Science Education; Educational Resources; Units of Study; Emergency Programs |
| Abstract | Keeping track of the weather is especially important in communities where severe weather endangers property and lives. Science education may mean talking with children about scary or tragic events. Although teachers should not avoid teaching about severe weather events, they can be sensitive to students' fears and stress by first asking families about children's previous experiences with natural disasters. They can also review resources before they use them with children; many available resources show adults how to help young children cope with violence and tragedies. Additionally teachers can help children understand natural disasters by providing experiences observing the usual weather and modeling the actions of moving water. Keeping a daily record of the weather can become a classroom job for children, along with being the line leader and other tasks that children do to contribute to the classroom running smoothly. This column discusses resources and science topics related to students in grades preK to 2. This month's issue has students attempting to contain moving water and experience and use its force. (ERIC). |
| Anmerkungen | National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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