New math and technology programs will reach thousands of young children in Chicago classrooms, libraries and museums.
A visit to China by Erikson leaders and alumni was widely covered by Chinese press.
Erikson is in its second year of a five-year partnership that is teaching Chinese education professionals about practices and theories in U.S. early childhood education.
Dr. Korfmacher, a researcher and associate professor, brings nearly two decades of Erikson experience to the role of leading our program in applied child development research.
Launched in May of 2015, a unique five-year partnership offers more than 1,000 early childhood education professionals in China opportunity to join with Erikson to learn about early childhood teacher training practices and theory in the United States.
“Our faculty and staff are Erikson’s treasure,” Chen says. “I want to build on their strengths and provide as much support as I can.”
The four-year grant will allow the Collaborative to establish Head Start centers of excellence in mathematics throughout Chicago.
The partnership launched in May with the first weeklong visit to Chicago by a group of Chinese educators.
“We are thrilled to be invited to bring our expertise and experience to China,” says President Nagle.
The American Educational Research Associations’s annual meeting takes place in Philadelphia from April 4-7.
The nomination highlights Erikson’s work to improve the practice of early mathematics education.
The awards honor films at the highest levels of excellence in production value and effectiveness.
Under Meisels’s leadership, Erikson grew from a highly respected institution to a robust engine of research, community partnerships, and graduate programs.
The Early Math Collaborative is growing — and adding to its list of initiatives — in leaps and bounds.
Join Erikson faculty and staff at the Chicago Metro AEYC conference, January 23–26.
The film shows how teachers can help children develop the foundation for complex mathematical thinking and lifelong learning.
Join Erikson faculty and staff at the NAEYC Annual Conference for presentations on topics ranging from early math to the value of early education.
Illinois school districts are adopting the Common Core State Standards. But what does this mean for pre-kindergarten to third-grade classrooms?
This article appeared in the Summer 2012 issue of Erikson on Children under the headline “Around the world.” More from this issue » Erikson’s outreach doesn’t end at the Chicago city limits or the U.S. border. Several faculty members are traveling
The webinar series, which will be led by Senior Advisor to the Secretary of Education Jacqueline Jones, begins on March 6.
As Common Core State Standards and PreK–12 alignment shape school reform, high-quality PreK–3rd should be viewed as a critical first link in the full educational continuum.
Stephanie Banchero interviewed Jeanine Brownell, Jie-Qi Chen and Jennifer McCray for a Wall Street Journal story about the Early Mathematics Education Project.
Join Erikson faculty and staff for presentations on topics ranging from children and technology to teaching practice at the National Association for the Education of Young Children (NAEYC) annual conference in Orlando, Florida, November 2–5, 2011. Wednesday, November 2 Exploring
Senior instructor Mary Hynes-Berry’s new book, Don’t Leave the Story in the Book: Using Literature to Guide Inquiry in Early Childhood Classrooms, is a culmination of her life’s work as a teacher and storyteller. “I wanted to share all that
Amy Chua’s Battle Hymn of the Tiger Mother hit a nerve nationwide—and at Erikson.
The mathematics achievement gap in this country has been the subject of hand wringing, dire predictions, and plenty of blame. Now, thanks to the Early Mathematics Education Project, it’s the subject of progress.
CME Group Foundation gives $1 million to Early Math Project – Gift provided 20% match required for "i3" grant
On Tuesday,October 5, CME Group Foundation announced its $1 million gift to the Early Mathematics Education Project to meet the Department of Education’s requirements for its Investing in Innovation (i3) grants. The Math Project’s principal investigator, Professor Jie-Qi Chen, expressed