In addition to his authorship within the Frog Street Curriculum Continuum and new Frog Street Assessment, Dr. Mowry has co-authored various scholarly articles as well as an upcoming text called Rigorous DAP in the Early Years: From Theory to Practice. He is a well-known speaker at national and regional conferences as he shares his knowledge and expertise in the field of Early Childhood Education. Dr. Mowry served 25 years in the Austin Independent School District as a bilingual preschool and kindergarten teacher as well as a district level instructional specialist in mathematics.
The ABCs of Early Childhood Assessment
Assessing young children’s progress and development poses a variety of challenges. This session reviews a developmentally appropriate framework for assessing young children and presents ways to accomplish this arduous task through manageable, on-going and authentic forms of documentation, including parent interviews and collaboration, work sampling, anecdotal records, digital artifacts, and clinical one-on-one interviews with the child.
Promoting Children’s Mathematical Inquiry through Play
As children play, they are meeting academic standards that address counting and numerical fluency while also developing skills, such as problem solving, communication, collaboration, imagination, and creativity. Participants will make practical connections to theory by learning ways to scaffold and guide children in productive self-selected exploratory and pretend play scenarios that integrate knowledge and skills related to mathematics.
Purposeful Integration of Mathematics within STEAM (Pre-conference Session)
While research confirms that young children will intuitively use materials such as blocks or Legos® to engineer elaborate structures, this informal activity benefits from the intentional planning of teachers to encourage a deeper understanding of formal mathematical concepts. This session presents strategies to enhance children’s engineering activity through explicit math instruction, which can occur in both teacher-directed as well as child-initiated (e.g., play) contexts. The presenter will focus on the mathematical content and specific skills that young children encounter during developmentally appropriate, meaningful, and playful STEAM related projects and explorations. This relevant content knowledge and skill acquisition is categorized by the National Council of Mathematics (NCTM) in four specific domains, which include patterning (algebra), numeracy, measurement, and geometry.