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Differentiating for the Young Child: Teaching Strategies Across the Content Areas, PreK-3

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Joan Franklin Smutny & S.E. Von Fremd

Publication Year: 2010

DOI: http://dx.doi.org/10.4135/9781483350592

Subject: Early Childhood Instruction, Differentiation & Multiple Intelligences

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Smutny, J. F. & Von Fremd, S. (2010). Differentiating for the young child: Teaching strategies across the content areas, preK-3 Thousand Oaks, CA: Corwin Press doi: 10.4135/9781483350592

Smutny, Joan F. and S.E. Von Fremd. Differentiating for the Young Child: Teaching Strategies Across the Content Areas, PreK-3. 2nd ed. Thousand Oaks, CA: Corwin Press, 2010. doi: 10.4135/9781483350592.

Smutny, J F & Von Fremd, S 2010, Differentiating for the young child: teaching strategies across the content areas, prek-3, 2nd edn, Corwin Press, Thousand Oaks, CA, viewed 18 October 2019, doi: 10.4135/9781483350592.

Smutny, Joan F and S.E. Von Fremd. Differentiating for the Young Child: Teaching Strategies Across the Content Areas, PreK-3. 2nd ed. Thousand Oaks, CA: Corwin Press, 2010. SAGE Knowledge. Web. 18 Oct. 2019, doi: 10.4135/9781483350592.

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  • Chapters
  • Front Matter
  • Back Matter
  • Subject Index

  • Praise for Differentiating for the Young Child

    “The authors build a strong case for the WHY of differentiated instruction, and then go on to fill the pages with enticing examples of the HOW of differentiating instruction for each major subject area. Their presentation of lesson planning as a journey is a powerful metaphor that has the potential to transform classroom teaching! I loved the book! It was great fun!”

    Sharon Easterling, Executive Director, Delaware Valley Association for the Education of Young Children

    “Wrapped around a telling metaphor of a learning journey, Smutny and von Fremd provide the tools and the templates for differentiation for learners. Rich in practical ideas, rigorous in its applications, this is a ‘must-have’ research-based resource for differentiation for the young child.”

    Robin Fogarty, Professional Development Consultant, Chicago, IL

    “At last, a practical book that is tailored to the early years and focuses on the how to's of differentiating curriculum and instructional delivery.”

    Jim Grant, Staff Development for Educators, New Hampshire

    “The authors have done a remarkable job! I found the five-step sequence and the journey analogy absolutely brilliant. Even more profound is their ability to show how standards and district requirements can still be met, yet in a more developmentally appropriate way.”

    Patricia A. Phipps, Executive Director California Association for the Education of Young Children

    “The authors teach us to teach better. They use teacher voices, classroom stories, and solid foundations to guide the reader's thinking. Practical examples and specific guidelines make the book very useful without resorting to templates or gimmicks!”

    Carol Ann Tomlinson, Professor University of Virginia

    “Whenever anyone asks me for advice on parenting and educating young children, I refer them, without hesitation, to Smutny and von Fremd. Their very special talent is in helping adults nurture and cherish the creativity and learning joy that is so intrinsic in young children.”

    Susan Winebrenner, Author
    Teaching Gifted Kids in the Regular Classroom

    Copyright

    View Copyright Page

    Foreword

    Providing for the needs of all young children is a hallmark of early childhood education. However, meeting the needs of all children is a goal that is elusive for many teachers. That is, until now. Joan Franklin Smutny and S. E. von Fremd provide the profession with an intelligent, readable, and highly useful book on how to differentiate the curriculum for young children with the goal of meeting a wide range of learning needs.

    Differentiated instruction is a wonderful means of providing for the learning and social needs of all young children. Teachers use a variety of methods, materials, and activities to make the curriculum more responsive to the abilities, challenges, learning styles, and interests of students. Through the strategies of differentiated instruction and a wider range of learning options, children of all backgrounds stand a better chance of reaching their potential, achieving at high levels, and becoming successful in school and life.

    Differentiated instruction is frequently likened to a never-ending escalator that enables students to continually learn at higher and higher levels. Unfortunately, many teachers don't know what it is, why they should implement it in their classrooms, or how to manage a learning environment based on its philosophy and ideas. These can become barriers to changing practices or even attempting to implement the principles of differentiated instruction.

    This book responds to the need for a user-friendly navigation system for primary teachers on their journey toward a more differentiated classroom. In addition to being an excellent resource and companion, the book acts as a guide for good teaching. After all, differentiated instruction is at the heart of all good teaching. Writing in an engaging and inviting style, the authors provide practical information and step-by-step instructions, guidelines, examples, and figures. All of these will enable primary teachers to begin to apply the strategies of differentiated instruction to their own classrooms.

    Differentiating for the Young Child shows how to use the special abilities, problems, learning styles, and interests of students to determine what children should be taught. It guides primary teachers in modifying their curriculum to meet student needs and create appropriate learning environments. The book also gives readers the essentials of assessing learners and their learning as a means of establishing a firm foundation for teaching. The authors understand that teachers who know their students well will be able to successfully implement differentiated instruction. They stress the important teacher role of engaging children in active learning, encouraging them to play a major role in their own learning, and helping them become responsible, independent learners.

    It is refreshing that Smutny and von Fremd emphasize the visual and performing arts as a means of differentiating the curriculum and learning. They demonstrate how to use the arts as a basis for learning across the curriculum and for engaging students in a holistic way in the process of learning. Through examples, teacher stories, and concise suggestions, they create a clear picture of how to apply the principles of differentiated instruction to all curriculum areas. Their examination of the role of assessment is particularly valuable in ensuring that students receive the education they need in all subject areas.

    This important book will be useful to all primary teachers who want to do a better job of teaching and who are authentically interested in ensuring that all of their children learn joyfully and well.

    —George S.Morrison, Professor, Velma E.Schmidt Endowed Chair, College of Education, University of North Texas, Denton, TX

    Acknowledgments

    Without the seminal work of Carol Ann Tomlinson, Susan Winebrenner, Grant Wiggins, and Jay McTighe, we could not have developed a structure for this volume. They have charted pathways for generations of teachers yet to come!

    For the first edition, we remain indebted to Nora Ruckers and Dorothy Massalski, whose insightful suggestions proved invaluable during the rewriting and editing process. Janet Bartell, Carol Creighton, Annie-Jo Fridgeirsson, Karen Morse, and Nate Stoffregen also contributed a variety of helpful materials during the early stages of the book.

    For the second edition, we must thank the many primary teachers for their candid responses to our questions about their successes, struggles, and hopes in adapting differentiation to their own classrooms. Their lives became the shapers and movers of this revision. In addition, we wish to acknowledge Carol Howe, an experienced educator and friend, who generously shared the perspective and insight we needed to make the book accessible to many more primary teachers.

    The expertise and patient support of David Chao, Brynn Saito, Libby Larson, Tina Hardy, and others at Corwin could not have been greater. They exemplify the highest standards in publishing and provided encouragement and guidance throughout the process of writing this book.

    Corwin gratefully acknowledges the contributions of the following individuals:

    • Carole S. Campbell
    • Educator
    • Higher Ground Educational Consulting
    • Green Valley, AZ
    • Nancy H. McDonough
    • Second Grade Teacher
    • Walter Stillman School
    • Tenafly, NJ
    • Tammy Tiong
    • Elementary Special Education Teacher
    • Dulce Elementary School
    • Dulce, NM

    About the Authors

    Joan Franklin Smutny is founder and director of the Center for Gifted at National-Louis University. She directs programs for thousands of gifted children in the Chicago area annually. She also teaches creative writing in many of these programs as well as courses on gifted education for graduate students at the university. She is editor of the Illinois Association for Gifted Children Journal, contributing editor of Understanding Our Gifted and the Roeper Review, and a regular contributor to the Gifted Education Communicator, Parenting for High Potential and the Gifted Education Press Quarterly. Smutny has authored, coauthored, and edited many articles and books on gifted education for teachers and parents, including Igniting Creativity in Gifted Learners, K-6 (2009), Acceleration for Gifted Learners, K-5 (2007), Reclaiming the Lives of Gifted Girls and Women (2007), Differentiating for the Young Child, first edition (2004), and Designing and Developing Programs for Gifted Children (2003). Other recent credits include Underserved Gifted Populations (2003), Gifted Education: Promising Practices (2003), and Stand Up for Your Gifted Child (2001). In 1996, she won the NAGC Distinguished Service Award for outstanding contribution to the field of gifted education.

    S. E. von Fremd is an independent scholar, writer, and editor with a background in education, cultural studies, and dance. She performed with the Never Stop Moving Dance Company in Chicago under the direction of Reynaldo Martinez and taught creative dance and theater to children in the city and surrounding areas. Her interest in creativity and culture eventually led her to do a doctorate in performance studies at Northwestern University. This included a year's research in Uganda, where she focused on the role of popular theater and dance in reviving cultural identity and educating children and young people throughout the country. She has written several book reviews on African musical traditions, a monograph on the cultural legacy of Kenyan novelist Ngugi wa Thiong'o and Nigerian playwright Wole Soyinka, a monograph on refugees in Africa, and an article on the performing arts as a popular forum for education in Uganda. She has also given presentations on Uganda's creative artists under the reign of Idi Amin and on dance movements throughout the continent of Africa. She collaborated with Joan Smutny on the first edition of Differentiating for the Young Child (2004) as well as on Igniting Creativity for Gifted Learners, K–6 (2009).

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    Science
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    Mathematics
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    Fisher, L. (1987). Look around! A book about shapes. New York: Viking Kestrel.
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    Hugel, B. (1998). Secret-code math: Kids solve math problems to crack secret codes and reinforce essential math skills. New York: Scholastic.
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    Kenda, M., & Williams, P. S. (1995). Math wizardry for kids (T.Robinson, Illus.). New York: Scholastic.
    Kimble-Ellis, S. (1997). Math puzzlers: 25 reproducible puzzles, games, and activities that boost the math skills and up the fun!New York: Scholastic.
    Ma, L. (1999). Knowing and teaching elementary mathematics. Hillsdale, NJ: Lawrence Erlbaum.
    Martin, L., & Miller, M. (1999). Great graphing. New York: Scholastic.
    McCracken, J. (1990). More than 1, 2, 3: The real basics of mathematics. Washington, DC: National Association for the Education of Young Children.
    Pappas, T. (1989). The joy of mathematics. San Carlos, CA: Wide World Publishing/Tetra.
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    Piaget, J. (1969). The child's conception of time. New York: Basic Books.
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    Scales, B. (2000). Math: The missing learning center. Sacramento: California Association for the Education of Young Children.
    Shaw, J. M., & Blake, S. (1998). Mathematics for young children. Upper Saddle River, NJ: Merrill/Prentice Hall.
    Upitis, R., Phillips, E., & Higgenson, W. (1997). Creative mathematics: Exploring children's understandings. London: Routledge. http://dx.doi.org/10.4324/9780203445570
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    Washington, M. F. (1995). Real life math mysteries: A kid's answer to the question, “What will we ever use this for?”Waco, TX: Prufrock.
    Westley, J., & Randolph, M. (1987). Money and time (Windows on Mathematics Series). Sunnyvale, CA: Creative Publications.

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    Vygotsky, L. S. (1962). Thought and language (E.Hanfmann & G.Vakar, Trans.). Cambridge, MA: MIT Press. (Original work published 1934)http://dx.doi.org/10.1037/11193-000
    va Gacheru, M. (1985). Children of Nairobi. Illinois Association for Gifted Children Journal, 4, 5–7.
    Wiggins, G., & McTighe, J. (1998). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.

    Corwin: A SAGE Company

    The Corwin logo—a raven striding across an open book—represents the union of courage and learning. Corwin is committed to improving education for all learners by publishing books and other professional development resources for those serving the field of PreK-12 education. By providing practical, hands-on materials, Corwin continues to carry out the promise of its motto: “Helping Educators Do Their Work Better.”

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