document resume - eric · document resume. ed 427 877 ps 027 376. title dialogue on early childhood...
TRANSCRIPT
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DOCUMENT RESUME
ED 427 877 PS 027 376
TITLE Dialogue on Early Childhood Science, Mathematics, andTechnology Education.
INSTITUTION American Association for the Advancement of Science,Washington, DC.
SPONS AGENCY National Science Foundation, Arlington, VA.ISBN ISBN-0-87168-629-5PUB DATE 1999-00-00NOTE 199p.; Document is based on papers commissioned for the
Forum on Early Childhood Science, Mathematics, andTechnology Education (Washington, DC, February 6-8, 1998).
CONTRACT ESI-96189093AVAILABLE FROM AAAS Distribution Center, P.O. Box 521, Annapolis Junction,
MD 20710; Tel: 800-222-7809 (Toll Free) ($12.95; AAASmembers $10).
PUB TYPE Collected Works - General (020)EDRS PRICE MF01/PC08 Plus Postage.DESCRIPTORS Cognitive Development; *Learning Processes; *Mathematics
Education; Preschool Children; *Preschool Education;Research Needs;, *Science Education; *Technology Education
IDENTIFIERS National Science Foundation; National Science TeachersAssociation
ABSTRACTEducators, scholars, and researchers in the United States
convened at the Forum on Early Childhood Science, Mathematics, and TechnologyEducation to discuss how, when, and even if science, mathematics, andtechnology should be taught to pre-kindergarten children. The product of thatforum, this book summarizes some of the latest thinking about early childhoodscience, mathematics, and technology education. Articles are organized intosections covering perspectives; learning context; first experiences inscience, mathematics, and technology; and fostering high-quality programs.The articles are as follows: (1) "Early Childhood Education in Science,Mathematics, and Technology: An NSTA Perspective" (Fred Johnson--NationalScience Teachers Association); (2) "Toward a Research Agenda in EarlyChildhood Science, Mathematics, and Technology Education" (Alverna M.Champion--National Science Foundation); (3) "Making Sense of the World"(Shirley Malcom--American Association for the Advancement of Science); (4)"The Forum on Early Childhood Science, Mathematics, and Technology Education"(Jacqueline R. Johnson--Grand Valley State University, Allendale, Michigan);(5) "The State of Early Childhood Programs in America; Challenges for the NewMillenium" (Barbara Day and Tracie Yarbrough--The University of NorthCarolina-Chapel Hill; (6) "Policy Implications for Math, Science, andTechnology in Early Childhood Education" (Barbara T. Bowman--EriksonInstitute); (7) "Concept Development in Preschool Children" (Susan A.Gelman--University of Michigan-Ann Arbor); (8) "Educating Young Children inMath, Science, and Technology" (David Elkind--Tufts University, Medford,Massachusetts); (9) "Science in Early Childhood: Developing and AcquiringFundamental Concepts and Skills" (Karen K. Lind--University of Louisville,Kentucky); (10) "Early Childhood Mathematics" (Susan Sperry Smith--CardinalStritch University, Milwaukee, Wisconsin); (11) "Young Children andTechnology" (Douglas Clements--SUNY-Buffalo, New York); (12) "ScienceAssessment in Early Childhood Programs" (Edward Chittenden and Jacqueline
-
+++++ ED427877 Has Multi-page SFR---Level=1 +++++Jones--Educational Testing Service); (13) "Preparing Teachers of YoungLearners: Professional Development of Early Childhood Teachers in Mathematicsand Science" (Juanita V. Copley and Yolanda Padron--University of Houston,Texas); (14) "Partnerships among Families, Early Childhood Educators, andCommunities To Promote Early Learning in Science, Mathematics, andTechnology" (Heather B. Weiss--Harvard Family Research Project); and (15)"Playing Fair and Square: Issues of Equity in Preschool Mathematics, Science,and Technology" (Rebecca S. New--University of New Hampshire). Each articlecontains references. The book concludes with lists of selected resources andof the forum attendees. (HTH)
********************************************************************************* Reproductions supplied by EDRS are the best that can be made ** from the original document. *********************************************************************************
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DIA
LO
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EO
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AR
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CH
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AT
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DU
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Bas
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com
mis
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ed f
or th
e Fo
rum
on
Ear
ly
Chi
ldho
od S
cien
ce, M
athe
mat
ics,
and
Tec
hnol
ogy
Edu
catio
n,
Febr
uary
6-8
, 199
8 i W
ashi
ngto
n, D
C.
klA
ME
RIC
AN
ASS
OC
IAT
ION
FO
R T
HE
AD
VA
NC
EM
EN
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F SC
IEN
CE
CPr
ojec
t 206
1
4
-
Cop
yrig
ht ©
199
9 by
the
Am
eric
an A
ssoc
iatio
n fo
r th
e A
dvan
cem
ent
of S
cien
ce (
AA
AS)
ISB
N 0
-871
68-6
29-5
All
righ
ts r
eser
ved.
No
part
of
this
pub
licat
ion
may
be
repr
oduc
ed,
stor
ed in
a r
etri
eval
sys
tem
, or
tran
smitt
ed, i
nan
y fo
rm o
r by
any
mea
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lect
roni
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echa
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out t
he p
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of
the
AA
AS.
Thi
s pu
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atio
n an
d th
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brua
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998
Foru
m o
n E
arly
Chi
ldho
od
Scie
nce,
Mat
hem
atic
s, a
nd T
echn
olog
y E
duca
tion
wer
e su
ppor
ted
by
a gr
ant f
rom
the
Nat
iona
l Sci
ence
Fou
ndat
ion
(gra
nt n
umbe
r E
SI
9618
9093
). A
ny in
terp
reta
tions
and
con
clus
ions
are
thos
e of
the
auth
ors
and
do n
ot n
eces
sari
ly r
epre
sent
the
view
s of
the
Am
eric
an A
ssoc
iatio
n
for
the
Adv
ance
men
t of
Scie
nce
or th
e N
atio
nal S
cien
ce F
ound
atio
n.
Cov
er p
hoto
s: Y
oung
boy
pla
ying
: Cum
min
s, J
im/F
PG I
nter
natio
nal,
LL
C.
Boy
pla
ntin
g tr
ee: T
apos
chan
er, J
acob
/FPG
Int
erna
tiona
l, L
LC
.
Boo
k de
sign
by
Jenn
ifer
Ann
e K
olan
sky.
Prin
ted
in th
e U
nite
d St
ates
of
Am
eric
a.
5
-
.-
.D
IAL
OG
UE
ON
EA
RL
Y C
HIL
DH
OO
D S
CIE
NC
E, M
AT
HE
MA
TIC
S, A
ND
TE
CH
NO
LO
GY
ED
UC
AT
ION
Con
tent
s
Pre
face
Per
spec
tives
Ear
ly C
hild
hood
Edu
catio
n in
Sci
ence
, Mat
hem
atic
s,
and
Tec
hnol
ogy:
An
NST
A P
ersp
ectiv
e
Fred
Joh
nson
,
Nat
iona
l Sci
ence
Tea
cher
s A
ssoc
iatio
n
1 3
Tow
ard
a R
esea
rch
Age
nda
in E
arly
Chi
ldho
od
Scie
nce,
Mat
hem
atic
s, a
nd T
echn
olog
y E
duca
tion
6
Alv
erna
M C
ham
pion
,
Nat
iona
l Sci
ence
Fou
ndat
ion
Mak
ing
Sens
e of
the
Wor
ld
Shir
ley
Mal
com
,
Am
eric
an A
ssoc
iatio
n fo
r th
e A
dvan
cem
ent o
f Sc
ienc
e
The
For
um o
n E
arly
Chi
ldho
od S
cien
ce,
Mat
hem
atic
s, a
nd T
echn
olog
y E
duca
tion
Jacq
uelin
e R
. Joh
nson
,
Gra
nd V
alle
y St
ate
Uni
vers
ity
8
A C
onte
xt fo
r Le
arni
ng27
The
Sta
te o
f E
arly
Chi
ldho
od P
rogr
ams
in A
mer
ica:
Cha
lleng
es f
or th
e N
ew M
illen
ium
29
Bar
bara
Day
and
Tra
cie
Yar
brou
gh,
The
Uni
vers
ity o
f N
orth
Car
olin
aCha
pel H
ill
Polic
y Im
plic
atio
ns f
or M
ath,
Sci
ence
,an
d T
echn
olog
y in
Ear
ly C
hild
hood
Edu
catio
n40
Bar
bara
T B
owm
an,
Eri
kson
Ins
titut
e
Con
cept
Dev
elop
men
t in
Pres
choo
l Chi
ldre
n50
Susa
n A
. Gel
man
,
Uni
vers
ity o
f M
ichi
gan-
Ann
Arb
or
Edu
catin
g Y
oung
Chi
ldre
nin
Mat
h, S
cien
ce, a
nd T
echn
olog
y
14D
avid
Elk
ind,
Tuf
ts U
nive
rsity
HI
62
-
Firs
t Exp
erie
nces
in S
cien
ce,
Mat
hem
atic
s, a
nd T
echn
olog
ySc
ienc
e in
Ear
ly C
hild
hood
: Dev
elop
ing
and
Acq
uiri
ng F
unda
men
tal C
once
pts
and
Skill
s
Kar
en K
Lin
d,
Uni
vers
ity o
f L
ouis
ville
Ear
ly C
hild
hood
Mat
hem
atic
s
Susa
n Sp
erry
Sm
ith,
Car
dina
l Str
itch
Uni
vers
ity
You
ng C
hild
ren
and
Tec
hnol
ogy
Dou
gba
Cle
men
ts,
SUN
YB
uffa
lo
Scie
nce
Ass
essm
ent
in E
arly
Chi
ldho
od P
rogr
ams
Edw
ard
Chi
ttend
en a
nd J
acqu
elin
e Jo
nes,
Edu
catio
nal T
estin
g Se
rvic
e
CO
NT
EN
TS
Fost
erin
g H
igh-
Qua
lity
Prog
ram
s11
571
Prep
arin
g T
each
ers
of Y
oung
Lea
rner
s:
Prof
essi
onal
Dev
elop
men
t of
Ear
ly C
hild
hood
73T
each
ers
in M
athe
mat
ics
and
Scie
nce
117
Juan
ita V
Cop
ley
and
Yol
anda
Pad
rón,
Uni
vers
ity o
f H
oust
on
84Pa
rtne
rshi
ps A
mon
g Fa
mili
es, E
arly
Chi
ldho
od
Edu
cato
rs, a
nd C
omm
uniti
es to
Pro
mot
e E
arly
Lea
rnin
g in
Sci
ence
, Mat
hem
atic
s, a
nd T
echn
olog
y13
0
Hea
ther
B. W
eiss
,
92H
arva
rd F
amily
Res
earc
h Pr
ojec
t
Play
ing
Fair
and
Squ
are:
Iss
ues
of E
quity
in
Pres
choo
l Mat
hem
atic
s, S
cien
ce, a
nd T
echn
olog
y13
8
Reb
ecca
S. N
ew,
106
Uni
vers
ity o
f N
ew H
amps
hire
iv
Sel
ecte
d R
esou
rces
List
of F
orum
Atte
ndee
sIn
dex
7
157
180
184
-
DIA
LO
GU
E O
N E
AR
LY
CH
ILD
HO
OD
SC
IEN
CE
. MA
TH
EM
AT
ICS,
AN
DT
EC
HN
OL
OG
Y E
DU
CA
TIO
N
pref
ace
To
thri
ve in
a w
orld
incr
easi
ngly
sha
ped
by s
cien
ce a
nd te
chno
l-
ogy,
our
chi
ldre
n an
d gr
andc
hild
ren
mus
t ow
nin
thei
r ow
nha
nds
and
min
dsa
basi
c un
ders
tand
ing
of h
ow th
e w
orld
wor
ks, h
ow w
e ha
ve c
ome
to k
now
wha
t we
know
, and
the
abil-
ities
to le
arn
usef
ul n
ew k
now
ledg
e an
d sk
ills.
Lite
racy
in s
cien
ce,
mat
hem
atic
s, a
nd te
chno
logy
is n
ot a
n op
tion
for
the
futu
re. B
ut
whe
re a
nd w
hen
do w
e st
art?
Rec
ent e
duca
tiona
l res
earc
h su
gges
ts th
at e
ven
very
you
ng
child
ren
have
the
abili
ty to
com
preh
end
thei
r w
orld
fro
m a
sci
-
entif
i c p
ersp
eCtiv
e. S
ome
stud
ies
indi
cate
that
chi
ldre
n as
you
ng
as th
ree
year
s ol
d m
ay b
e ca
pabl
e of
con
cept
-bas
ed th
eore
tical
lear
ning
. New
res
earc
h on
how
the
brai
n de
velo
ps d
urin
g th
ese
earl
y ye
ars
prom
ises
to h
elp
us u
nder
stan
d ho
w y
oung
chi
ldre
n
lear
n m
athe
mat
ics
and
scie
nce.
But
wha
t do
we
mak
e of
thes
e
Po'
find
ings
? A
nd h
ow d
o w
e pu
t the
m to
goo
d us
e in
pur
suin
g ou
r
goal
of
liter
acy?
In F
ebru
ary
1998
a m
ultid
isci
plin
ary
grou
p of
mor
e th
an 1
00
expe
rts
gath
ered
in W
ashi
ngto
n, D
C f
or th
e Fo
rum
on
Ear
ly
Chi
ldho
od S
cien
ce, M
athe
mat
ics,
and
Tec
hnol
ogy
Edu
catio
n. A
t
the
requ
est o
f th
e N
atio
nal S
cien
ce F
ound
atio
n (N
SF),
the
natio
n's
mos
t acc
ompl
ishe
d ed
ucat
ors,
sch
olar
s, a
nd r
esea
rche
rs
conv
ened
for
thre
e da
ys to
dis
cuss
how
, whe
n, a
nd e
ven
if w
e
shou
ld te
ach
scie
nce,
mat
hem
atic
s, a
nd te
chno
logy
to p
re-k
inde
r-
gart
en c
hild
ren.
Thi
s bo
ok, D
ialo
gue
on E
arly
Chi
ldho
od S
cien
ce,
Mat
hem
atic
s, a
nd T
echn
olog
y E
duca
tion
is a
pro
duct
oF
that
mee
ting.
Dia
logu
e on
Ear
ly C
hild
hood
Sci
ence
, Mat
hem
atic
s, a
nd T
echn
ol-
ogy
Edu
catio
n re
pres
ents
som
e of
the
late
st th
inki
ng a
bout
ear
ly
child
hood
sci
ence
, mat
hem
atic
s, a
nd te
chno
logy
edu
catio
n. I
t
EST
CO
PYA
VA
EL
AB
LE
8
-
PRE
FAC
E
brin
gs to
geth
er 1
1 pa
pers
on
wid
e-ra
ngin
g to
pics
com
mis
sion
edby
the
Am
eric
an A
ssoc
iatio
n fo
r th
e A
dvan
cem
ent o
f Sc
ienc
e
(AA
AS)
for
the
foru
m. A
mon
g th
e in
trig
uing
idea
s to
emer
gefr
om th
ese
pape
rs a
re th
e fo
llow
ing:
Chi
ldre
n ar
e ca
pabl
e of
lear
ning
mor
e th
an w
e ha
dpr
evio
usly
thou
ght,
thou
gh w
e do
n't k
now
eno
ugh
abou
t chi
ld d
evel
opm
ent,
yet,
to s
ay w
hat e
xper
ienc
esev
ery
child
sho
uld
have
.
Mat
hem
atic
s an
d sc
ienc
e ar
e us
ually
abs
ent i
n ea
rly
child
hood
edu
catio
n.
Ear
ly c
hild
hood
teac
hers
and
car
egiv
ers
are
ofte
n ill
pre
-pa
red
to in
corp
orat
e ap
prop
riat
e sc
ienc
e, m
athe
mat
ics,
or
tech
nolo
gy e
xper
ienc
es in
to c
hild
ren'
s liv
es.
The
ran
ge o
f ea
rly
child
hood
exp
erie
nces
isva
st, a
ndth
e re
sour
ces
for
earl
y ch
ildho
od e
duca
tion
are
few
and
ineq
uita
bly
dist
ribu
ted.
The
boo
k al
so c
onta
ins
an e
xten
sive
bib
liogr
aphy
and
list
of
reso
urce
s fo
r ed
ucat
ors,
par
ents
, and
edu
catio
n gr
oups
to u
se a
s
they
see
k th
e be
st s
cien
ce, m
athe
mat
ics,
and
tech
nolo
gy e
xper
i-en
ces
for
youn
g ch
ildre
n. W
e ho
pe th
at th
is b
ook
both
sus
tain
s
vi
the
conv
ersa
tion
begu
n at
the
foru
m a
nden
cour
ages
mor
e of
the
com
mun
ity to
par
ticip
ate.
Man
y pe
ople
con
trib
uted
to th
e su
cces
s of
the
foru
m a
nd to
this
boo
k. F
rom
NSF
, Dr.
Mar
gare
t Coz
zens
, for
mer
dir
ecto
rof
the
Ele
men
tary
, Sec
onda
ry, a
nd I
nfor
mal
Edu
catio
n D
ivi-
sion
, ini
tiate
d th
e pr
ojec
t; D
r. J
anic
e E
arle
, Pro
ject
206
1's
prog
ram
off
icer
, hel
ped
iden
tify
the
fund
ing;
Dr.
Alv
erna
Cha
mpi
on, p
rogr
am o
ffic
er, a
nd D
r. P
atri
cia
Ken
ny, d
irec
tor
of N
SF's
spe
ctac
ular
new
Chi
ld D
evel
opm
ent C
ente
r, w
orke
d
clos
ely
with
us
in e
very
asp
ect o
f bo
th th
e fo
rum
and
boo
k.Fr
om A
AA
S, M
ary
Kop
pal,
com
mun
icat
ions
dir
ecto
r,or
gan-
ized
bot
h th
e co
nfer
ence
and
this
boo
k; N
atal
ie N
iels
on a
nd
Ter
ry H
andy
ski
llful
ly e
dite
d th
e m
anus
crip
t; B
arba
ra W
alth
alan
d T
racy
Gat
h co
mpi
led
the
exte
nsiv
e bi
blio
grap
hy a
ndre
sour
ce li
st; L
este
r M
atlo
ck, p
roje
ct a
dmin
istr
ator
, han
dled
all o
f th
e lo
gist
ics
for
the
foru
m. I
am
gra
tefu
l to
all f
or th
eir
dedi
catio
n an
d ha
rd w
ork.
Fin
ally
, I th
ank
all o
f th
e au
thor
sfo
r th
eir
thou
ghtf
ul c
ontr
ibut
ions
to th
is v
olum
e.
Geo
rge
D. N
elso
n
Dir
ecto
r, P
roje
ct 2
061
-
DIA
LO
GU
E O
N E
AR
LY
CH
ILD
HO
OD
SC
IEN
CE
, MA
TH
EM
AT
ICS,
AN
D T
EC
HN
OL
OG
Y E
DU
CA
TIO
N
PER
SPE
CT
IVE
S
1 0
-
DIA
LO
GU
E O
N E
AR
LY
CH
ILD
HO
OD
SC
IEN
CE
, MA
TH
EM
AT
ICS,
AN
D T
EC
HN
OL
OG
Y E
DU
CA
TIO
N
arly
Chi
ldho
od E
duca
tion
in S
cien
ce, M
athe
mat
ics,
Lia
nd T
echn
olog
y: A
n N
STA
Per
spec
tive
Fred
Jo
hnso
n
The
Nat
iona
l Sci
ence
Tea
cher
s A
ssoc
iatio
n (N
STA
) be
lieve
s tw
o
issu
es m
ust b
e co
nsid
ered
reg
ardi
ng e
arly
chi
ldho
od e
duca
tion.
Firs
t, w
e m
ust u
nder
stan
d ho
w a
nd w
hy y
oung
chi
ldre
n le
arn.
Seco
nd, w
e m
ust i
dent
ify
prog
ram
s an
d le
arni
ng e
xper
ienc
es th
at
appl
y th
is u
nder
stan
ding
of
earl
y ch
ildho
od le
arni
ng to
eff
ectiv
e-
ly m
eet y
oung
chi
ldre
n's
need
s.
Cur
rent
res
earc
h on
bra
in d
evel
opm
ent e
mph
asiz
es th
e im
por-
tanc
e of
ear
ly s
timul
atio
n in
dev
elop
ing
brai
n co
nnec
tions
fro
m
birt
h. T
he C
arne
gie
Tas
k Fo
rce
on M
eetin
g th
e N
eeds
of
You
ng
Chi
ldre
n in
199
4 is
sued
a c
all f
or h
elp
in p
repa
ring
chi
ldre
n fo
r
lear
ning
whe
n th
ey e
nter
sch
ool.
Thi
s re
port
sta
tes
that
"br
ain
deve
lopm
ent i
s m
uch
mor
e vu
lner
able
to e
nvir
onm
enta
l inf
luen
ce
than
pre
viou
sly
susp
ecte
d an
d ea
rly
envi
ronm
enta
l inf
luen
ce o
n
Fred
Joh
nson
ser
ved
as p
resi
dent
of
the
Nat
iona
l Sci
ence
Tea
cher
sA
ssoc
iatio
n fr
om J
une
1997
thro
ugh
June
199
8.
brai
n de
velo
pmen
t is
long
last
ing.
" N
euro
biol
ogy
rese
arch
reg
ard-
ing
norm
al b
rain
fun
ctio
n is
rev
ealin
g m
ore
abou
t -ho
w c
hild
ren
lear
n (M
arke
zich
199
6).
"Lea
rnin
g w
indo
ws"
optim
al ti
mes
for
lear
ning
at p
artic
ular
deve
lopm
enta
l sta
gess
houl
d be
use
d to
enh
ance
und
erst
andi
ng
of s
cien
ce, m
athe
mat
ics,
and
tech
nolo
gy in
you
ng c
hild
ren.
Res
earc
h fi
ndin
gs h
ave
stro
ng im
plic
atio
ns f
or d
evel
opin
g ef
fec-
tive
earl
y ch
ildho
od e
duca
tion
prog
ram
s be
caus
e "r
ich
expe
rien
ces
prod
uce
rich
bra
ins"
(N
ash
1997
).
Piag
et's
theo
ry o
f co
gniti
ve d
evel
opm
ent w
as c
reat
ed in
the
1920
s, lo
ng b
efor
e ac
cess
to m
edic
al im
agin
g te
chno
logy
and
curr
ent b
rain
res
earc
h w
as a
vaila
ble.
The
cur
rent
nat
iona
l red
i-
rect
ion
of s
cien
ce a
nd m
ath
teac
hing
is g
roun
ded
in th
is th
eory
,
whi
ch s
tres
ses
the
use
of a
teac
hing
/lear
ning
cyc
le a
nd e
xplo
-
ratio
ns th
roug
h th
e m
anip
ulat
ion
of o
bjec
ts a
nd m
ater
ials
."D
evel
opm
enta
lly a
ppro
pria
te p
ract
ice"
a cu
rric
ulum
bas
ed o
n
11
-
JOH
NSO
N
wha
t is
know
n ab
out y
oung
chi
ldre
nsho
uld
driv
e in
stru
ctio
n
(Cla
rk 1
996)
.
Res
earc
h on
chi
ldre
n's
mot
ivat
ion
to le
arn
and
thei
r un
der-
achi
evem
ent r
evea
ls th
at y
oung
chi
ldre
n ar
e fu
ll of
cur
iosi
ty a
nd a
pass
ion
for
lear
ning
(R
affi
ni 1
993)
. If
this
pas
sion
cha
nges
fro
m
delig
ht to
dru
dger
y, o
ne in
fou
r of
thos
est
uden
ts w
ill le
ave
scho
ol b
efor
e gr
adua
t-
ing.
A g
reat
er u
nder
stan
ding
of
stud
ent
mot
ivat
ion
is n
eede
d, p
artic
ular
ly a
s it
rela
tes
to in
trin
sic
and
extr
insi
c re
war
dsfo
r le
arni
ng.
Doc
umen
tatio
n an
d ev
alua
tion
data
on
Hea
d St
art,
Titl
e I,
and
the
Mili
tary
Chi
ld
Car
e Sy
stem
may
rev
eal m
odel
s fo
r ef
fect
ive
pres
choo
l edu
catio
n.
Clo
sing
the
deve
lopm
enta
l gap
bet
wee
n pr
esch
ool c
hild
ren
who
are
men
tally
stim
ulat
ed b
y th
eir
fam
ily a
nd s
urro
undi
ngs
and
thos
e w
ho a
re n
ot s
timul
ated
sho
uld
be a
pri
ority
in p
repa
ring
child
ren
for
scho
ol. T
he im
port
ance
of
brai
n de
velo
pmen
t and
the
oppo
rtun
ities
for
ear
ly c
hild
hood
stim
ulat
ion
calls
for
wel
l-
desi
gned
pre
scho
ol e
duca
tion
for
thre
e-, f
our-
, and
fiv
e-ye
ar-o
lds.
4
The
se p
rogr
ams
may
com
pens
ate
for
a ch
ild's
lack
of
stim
ulat
ion
in th
e pr
evio
us y
ears
and
mon
ths;
they
may
als
o en
hanc
e le
ss
than
stim
ulat
ing
hom
e en
viro
nmen
ts.
Cul
tura
l div
ersi
ty a
nd c
hild
ren
with
spe
cial
nee
ds a
re a
par
-
ticul
ar c
halle
nge
for
earl
y ch
ildho
od e
duca
tion
as d
evel
op-
men
tal m
ilest
ones
are
atta
ined
on
a di
ffer
ent s
ched
ule
and
ina
diff
eren
t man
ner.
If
all c
hild
ren
are
to r
each
thei
r po
tent
ial,
they
mus
t all
be in
clud
ed in
our
con
cern
s w
hen
we
desi
gn a
nd
prov
ide
high
-qua
lity
pres
choo
l edu
catio
nal o
ppor
tuni
ties.
Fina
ncin
g is
sues
are
alw
ays
a co
ncer
n. L
ocal
edu
catio
nal
prog
ram
min
g th
at is
fun
ded
by g
rant
s an
d th
at r
ecei
ves
spec
ial
com
mun
ity s
uppo
rt s
eem
s to
be
mos
t eff
ectiv
e: T
he s
take
hold
ers
have
mor
e in
vest
ed in
the
succ
ess
of th
ese
prog
ram
s. E
duca
tors
'
top
prio
rity
sho
uld
be f
inan
cial
ass
ista
nce
for
pres
choo
l pro
gram
s
that
are
wor
king
eff
ectiv
ely
to p
repa
re s
tude
nts
for
lear
ning
.
As
NST
A c
onsi
ders
neu
rolo
gica
l res
earc
h an
d its
impl
icat
ions
for
pres
choo
l edu
catio
n, w
e re
cogn
ize
the
need
for
mak
ing
the
mos
t of
thes
e ea
rly
child
hood
yea
rs th
roug
h w
ell-
desi
gned
pres
choo
l pro
gram
s th
at p
rovi
de s
cien
ce, m
athe
mat
ics,
and
tech
nolo
gy e
duca
tion.
12
-
DIA
LO
GU
E O
N E
AR
LY
CH
ILD
HO
OD
SC
IEN
CE
. MA
TH
EM
AT
ICS,
AN
DT
EC
HN
OL
OG
Y E
DU
CA
TIO
N
Ref
eren
ces
Cla
rk, J
. V. (
1996
). R
edir
ectin
g sc
ienc
e ed
ucat
ion.
Cor
win
Pre
ss,
Inc.
Mar
kezi
ch, A
. (19
96).
Lea
rnin
g w
indo
ws
and
the
child
's b
rain
.
Supe
r K
ids
Edu
catio
nal S
oftw
are
Rev
iew
. Kno
wle
dge
Shar
e L
LC
.
Nas
h, M
. J. (
1997
). F
ertil
e m
inds
. Tim
e, 1
49:5
.
Raf
fini
, J. P
. (19
93).
Win
ners
with
out l
oser
s: S
truc
ture
s an
d st
rate
gies
fir
incr
easi
ng s
tude
nt m
otiv
atio
n to
lear
n. U
pper
Sad
dle
Riv
er, N
J:
Pren
tice
Hal
l.
13 5
-
71-
owar
d a
Res
earc
h A
gend
a in
Ear
ly C
hild
hood
_A_
Scie
nce,
Mat
hem
atic
s, a
nd T
echn
olog
y E
duca
tion
Alv
erna
M C
ham
pion
"It t
akes
a v
illag
e to
rai
se a
chi
ld."
Thi
s w
ell-
wor
n A
fric
an a
dage
is
no le
ss tr
ue to
day
than
it w
as w
hen
the
thou
ght w
as f
irst
mad
e
wor
d. T
he A
mer
ican
Ass
ocia
tion
for
the
Adv
ance
men
t of
Scie
nce,
with
fun
ding
fro
m th
e N
atio
nal S
cien
ce F
ound
atio
n (N
SF)
and
inpu
t fro
m th
e O
ffic
e of
Edu
catio
nal R
esea
rch
and
Impr
ovem
ent
(OE
RI)
of
the
Dep
artm
ent o
f E
duca
tion,
bro
ught
the
glob
alvi
llage
toge
ther
in F
ebru
ary
of 1
998.
Mat
hem
atic
ians
and
sci
en-
tists
, res
earc
hers
and
pra
ctiti
oner
s, te
ache
rs a
nd a
dmin
istr
ator
s,
and
polic
y m
aker
s fr
om n
ear
and
abro
ad g
athe
red
in W
ashi
ng-
ton,
DC
, for
a d
ynam
ic F
orum
on
Ear
ly C
hild
hood
Sci
ence
,M
athe
mat
ics,
and
Tec
hnol
ogy
Edu
catio
n. W
e ca
me
toge
ther
as
a
Alv
erna
M C
ham
pion
is p
rofe
ssor
of
mat
hem
atic
s at
Gra
nd V
alle
ySt
ate
Uni
vers
ity in
Gra
nd R
apid
s, M
I.
6
uniq
ue c
omm
unity
: eac
h w
ith d
iffe
rent
vie
ws,
bel
iefs
, and
idea
ls b
ut a
ll w
ith s
imila
r co
mm
itmen
ts to
impr
ovin
g th
e liv
es,
oppo
rtun
ities
, and
fat
es o
f yo
ung
child
ren
aged
3 to
5.
We
left
the
foru
m r
eady
to in
form
the
wor
ld a
bout
sci
ence
,
mat
hem
atic
s, a
nd te
chno
logy
edu
catio
n fo
r yo
ung
child
ren.
We
left
rev
italiz
ed to
teac
h th
ose
who
her
etof
ore
have
bee
n
cate
gori
zed
as u
n-te
acha
ble.
We
left
eag
er to
enc
oura
ge th
eal
iena
ted.
We
left
am
enab
le to
wel
com
e, w
ith o
pen
arm
s, th
e
dise
nfra
nchi
sed.
We
left
equ
ippe
d to
rel
ease
the
shac
kles
fro
m
thos
e ch
ildre
n w
ho a
re te
ther
ed to
labe
ls s
uch
as "
at-r
isk.
" W
e
left
as
we
had
com
e, r
eciti
ng th
e m
antr
a, "
All
child
ren
can
lear
n,"
but n
ow w
e ac
tual
ly b
elie
ved
it.W
ith s
o m
uch
syne
rgy
at w
ork,
how
can
the
Nat
iona
l Sci
ence
Foun
datio
n af
ford
not
to s
uppo
rt p
roje
cts
care
fully
cra
fted
to
14
-
DIA
LO
GU
E O
N E
AR
LY
CH
ILD
HO
OD
SC
IEN
CE
. MA
TH
EM
AT
ICS.
AN
D T
EC
HN
OL
OG
Y E
DU
CA
TIO
N
impr
ove
the
teac
hing
and
lear
ning
of
mat
hem
atic
s, s
cien
ce, a
ndte
chno
logy
for
you
ng c
hild
ren?
With
the
need
s of
you
ng c
hild
ren
gain
ing
the
spot
light
at a
ll le
y-
(Q. .21
_,;;
c211
1r,_
,yh
ia'
A"d
dTP:
els
of g
over
nmen
t, it
is im
por-
tant
that
we
seiz
e th
e da
y.Su
bmit
a pr
opos
al!
Con
side
r
the
follo
win
g po
ssib
ilitie
s.
Mar
gare
t "M
idge
" C
ozze
ns,
the
form
er d
irec
tor
of th
e E
le-
men
tary
, Sec
onda
ry, a
nd I
nfor
-
mal
Sci
ence
Edu
catio
n (E
SIE
)
Div
isio
n of
the
Nat
iona
l Sci
ence
Fou
ndat
ion,
obs
erve
d, "
We
don'
t hav
e a
good
syn
thes
is o
f th
e re
sear
ch o
n ea
rly
child
hood
educ
atio
n as
it r
elat
es to
mat
hem
atic
s, s
cien
ce a
nd te
chno
logy
."
The
Div
isio
n of
Res
earc
h, E
valu
atio
n, a
nd C
omm
unic
atio
ns
and
ESI
E o
ffer
opp
ortu
nitie
s fo
r fu
ndin
g in
the
area
s of
res
earc
h,
eval
uatio
n, a
nd a
sses
smen
t.
Hym
an F
ield
, act
ing
dire
ctor
of
ESI
E, a
dds
to M
idge
's s
tate
-
men
t by
enco
urag
ing
the
subm
issi
on o
f pr
opos
als
that
wou
ld
enha
nce
youn
g ch
ildre
n's
lear
ning
of
mat
hem
atic
s, s
cien
ce, a
nd
tech
nolo
gy in
set
tings
out
side
the
form
al c
lass
room
. Pro
posa
ls f
or
incr
easi
ng p
aren
tal i
nvol
vem
ent a
re a
pri
ority
.
NSF
has
rec
ently
fun
ded
five
pro
ject
s on
the
deve
lopm
ent
of e
arly
chi
ldho
od in
stru
ctio
nal m
ater
ials
. NSF
, in
fund
ing
ava
riet
y of
pro
ject
s, s
eeks
to le
arn
mor
e ab
out w
hat w
orks
,un
der
wha
t con
ditio
ns, a
nd f
or w
hom
. The
se p
roje
cts
are
not
inte
nded
to b
e ex
empl
ars;
they
are
inte
nded
to s
erve
as
exam
ples
.
Fund
ing
inno
vativ
e an
d cr
eativ
e in
stru
ctio
nal m
ater
ials
dev
elop
-
men
t pro
ject
s th
at f
ocus
on
subs
tant
ive
mat
hem
atic
s, s
cien
ce,
and
tech
nolo
gy is
par
ticul
arly
impo
rtan
t to
NSF
.
-
Mak
ing
Sens
e of
the
Wor
ld
Shir
ley
Mal
com
If p
eopl
e ar
e sh
aped
by
thei
r ex
peri
ence
sand
I b
elie
ve th
eyar
ethe
n al
l of
my
expe
rien
ces
as a
sci
entis
t and
as
a pa
rent
hav
e
conv
ince
d m
e th
at s
cien
ce, m
athe
mat
ics,
and
tech
nolo
gy m
atte
r
fir
youn
g ch
ildre
n be
caus
e th
ey m
atte
r to
you
ng c
hild
ren.
As
chil-
dren
set
the
tabl
e, m
atch
thei
r so
cks,
or
reac
h fo
r th
eir
jack
ets,
boo
ts,
and
mitt
ens
on a
sno
wy
day;
as
they
lear
n to
coo
k or
pla
y w
ith
bath
toys
, the
y am
ass
expe
rien
ces
that
set
them
up
for
the
punc
h
line.
And
the
punc
h lin
e is
this
: We
live
in a
wor
ld th
at is
gov
erne
d
by r
ules
, whe
re s
ome
outc
omes
are
pre
dict
able
, whe
re k
now
ledg
e
can
be u
ncov
ered
, whe
re q
uest
ions
can
be
aske
d an
d an
swer
ed.
My
own
child
ren
taug
ht m
e ea
rly
on th
at th
ey s
ough
tand
wou
ld c
reat
e if
nec
essa
ryex
plan
atio
ns o
f th
eir
wor
ld a
nd it
s
Shir
ley
Mal
com
is d
irec
tor
of E
duca
tion
and
Hum
an R
esou
rces
at t
heA
mer
ican
Ass
ocia
tion
for
the
Adv
ance
men
t of
Scie
nce.
wor
king
s. T
hey
took
no
part
of
the
mat
eria
l wor
ld f
or g
rant
ed.
Wha
t mak
es it
sno
w?
Wha
t are
clo
uds
mad
e of
? M
y da
ught
er
Kel
ly's
fea
r of
thun
der
led
her
to a
mom
ent o
f sc
ient
ific
theo
-
rizi
ng w
hen
she
was
fou
r ye
ars
old.
As
we
wer
e ra
cing
hom
edu
ring
a s
torm
, she
ann
ounc
ed f
rom
the
back
sea
t tha
t she
knew
why
the
"clo
uds
bum
ped
into
eac
h ot
her
and
mak
e th
atth
unde
r."
"Why
is th
at?"
I a
sked
. "B
ecau
se th
ey d
on't
have
any
eyes
," K
elly
rep
lied.
Chi
ld d
evel
opm
ent r
esea
rch
tells
us
that
chi
ldre
n do
, in
fact
,
attr
ibut
e th
e ch
arac
teri
stic
s of
ani
mat
e ob
ject
s to
nat
ural
phe
-
nom
ena.
But
wha
t was
mos
t fas
cina
ting
to m
e w
as th
at s
hefo
und
it ne
cess
ary
to a
rtic
ulat
e a
hypo
thes
is. L
ater
exp
erie
nces
wou
ld h
elp
her
refi
ne a
nd d
evel
op h
er th
eori
es a
bout
thun
der,
stor
ms,
and
clo
uds,
but
for
now
she
had
ask
ed a
que
stio
n th
at
16
-
DIA
LO
GU
E O
N E
AR
LY
CH
ILD
HO
OD
SC
IEN
CE
. MA
TH
EM
AT
ICS,
AN
D T
EC
HN
OL
OG
Y E
DU
CA
TIO
N
was
impo
rtan
t to
her
and
had
form
ulat
ed a
n ex
plan
atio
n th
at
wou
ld h
elp
her
mak
e se
nse
of th
e w
orld
.
Aro
und
the
time
my
child
ren
bega
n to
con
fron
t me
with
thei
r
ques
tions
and
hyp
othe
ses,
I w
as a
sked
to m
ake
a pr
esen
tatio
n
on s
cien
ce, m
athe
mat
ics,
and
tech
nolo
gy a
t a m
eetin
g of
the
Nat
iona
l Ass
ocia
tion
for
the
Edu
catio
n of
You
ng C
hild
ren.
To
prep
are,
I b
egan
to e
xplo
re th
e fo
rmal
kno
wle
dge
abou
t chi
ld
deve
lopm
ent a
nd th
e ea
rly
child
hood
yea
rs in
par
ticul
ar. A
t the
sam
e tim
e, I
ref
lect
ed o
n w
hat I
had
lear
ned
from
wat
chin
g m
y
own
and
othe
r yo
ung
child
ren
fram
e th
eir
ques
tions
abo
ut th
e
wor
ld a
nd d
evel
op th
eir
hypo
thes
es. I
t bec
ame
clea
r to
me
that
by
thei
r ve
ry n
atur
e, s
cien
ce a
nd m
athe
mat
ics
coul
d of
fer
youn
g ch
il-
dren
pow
erfu
l way
s of
kno
win
g ab
out t
he w
orld
. And
that
inde
ed,
child
ren'
s ex
peri
ence
s in
thei
r ve
ry e
arly
yea
rs c
ould
pre
pare
them
for
the
form
al s
tudy
of
scie
nce,
mat
hem
atic
s, a
nd te
chno
logy
late
r
on. T
hese
con
clus
ions
led
me
inev
itabl
y to
my
pres
ent r
ole
as
advo
cate
. My
mes
sage
is th
is: W
e ne
ed to
pro
vide
all
child
ren
with
-muc
h gr
eate
r ac
cess
to th
e ri
ches
t var
iety
of
expe
rien
ces
that
will
help
them
mak
e se
nse
of th
eir
wor
ld. W
e m
ust h
ave
unbo
unde
d
expe
ctat
ions
for
eve
ry c
hild
.
The
Gre
at E
qual
izer
sSo
me
may
fea
r th
at I
am
sug
gest
ing
we
impo
se a
rig
id, f
orm
al
curr
icul
um o
n yo
ung
child
ren.
Tha
t is
not a
t all
wha
t I h
ave
in
min
d. I
nste
ad, w
e m
ust t
ake
adva
ntag
e of
chi
ldre
n's
ever
yday
expe
rien
ces,
sup
plem
entin
g th
em w
ith o
ther
exp
erie
nces
that
are
cons
iste
nt w
ith w
hat w
e kn
ow a
bout
how
chi
ldre
n de
velo
p an
d
wha
t we
know
abo
ut e
ach
indi
vidu
al c
hild
. The
val
ue o
f su
ch a
n
appr
oach
was
bes
t des
crib
ed b
y D
avid
Haw
kins
in a
n ar
ticle
in
the
Spri
ng 1
983
issu
e of
Dae
aus:
"The
kin
d of
exp
erie
ntia
l bac
kgro
und
in c
hild
ren'
s
lives
bef
ore
scho
olin
g be
gins
or
alon
g th
e w
ay is
mor
e
unif
orm
ly a
dequ
ate
to m
ath
and
scie
nce
than
tom
ost o
ther
sch
ool s
ubje
cts.
The
pov
erty
or
rich
ness
of s
ocia
l bac
kgro
und
mat
ter
less
her
e in
the
earl
y
year
s th
an in
oth
er s
choo
l sub
ject
s. M
ath
and
scie
nce
shou
ld th
eref
ore
be th
e gr
eat e
qual
izer
s, w
heth
er th
ey
are
now
see
n to
be
or n
ot."
Unf
ortu
nate
ly, m
athe
mat
ics
and
scie
nce
are
ofte
n th
e gr
eat s
epa-
rato
rs r
athe
r th
an e
qual
izer
s. T
hey
are
the
gate
keep
er s
ubje
cts.
With
out a
dvan
ced
cour
ses
in s
cien
ce a
nd m
athe
mat
ics,
stu
dent
s
are
excl
uded
fro
m e
duca
tiona
l opp
ortu
nitie
s an
d ex
peri
ence
s th
at
can
affe
ct th
eir
care
er a
spir
atio
ns, t
heir
rol
e in
soc
iety
, and
eve
n
1 ''
9
-
MA
LC
OM
thei
r se
nse
of p
erso
nal f
ulfi
llmen
t. W
ith th
is m
uch
at s
take
, how
do w
e m
ake
sure
that
all
youn
g ch
ildre
n ha
ve th
e im
port
ant e
xpe-
rien
ces
that
will
pro
vide
them
with
a s
tron
g fo
unda
tion
for
futu
re
lear
ning
? A
t the
ver
y le
ast,
it w
ill r
equi
re m
uch
mor
e co
oper
atio
n
amon
g th
ree
dist
inct
com
mun
ities
that
are
just
beg
inni
ng to
take
acco
unt o
f ea
ch o
ther
.
Bui
ldin
g th
e B
ridge
sFo
r th
ose
in th
e K
-16
educ
atio
n co
mm
unity
, thi
nkin
g ab
out s
ci-
ence
, mat
hem
atic
s, a
nd te
chno
logy
in a
pre
scho
ol c
onte
xt is
rel
a-
tivel
y ne
w. S
imila
rly,
the
earl
y ch
ildho
od e
duca
tion
com
mun
ity is
just
beg
inni
ng to
con
side
r w
hat c
onte
nt-r
ich
prog
ram
s w
ould
be
like
at th
e pr
esch
ool l
evel
. And
for
thos
e w
ho w
ork
in th
e ar
ea o
f
educ
atio
nal e
quity
, the
re is
now
a g
row
ing
awar
enes
s th
at a
cces
s to
thou
ghtf
ul, e
ngag
ing
expe
rien
ces
in s
cien
ce, m
athe
mat
ics,
and
tech
nolo
gy d
urin
g th
e ea
rly
child
hood
yea
rs c
an p
rovi
de b
oth
shor
t- a
nd lo
ng-t
erm
ben
efits
to a
ll ch
ildre
n. C
onne
ctin
g th
ese
thre
e co
mm
uniti
es a
nd f
indi
ng o
ut w
here
thei
r in
tere
sts
inte
rsec
t
are
esse
ntia
l fir
st s
teps
.
In th
e ar
ea o
f in
form
al e
duca
tiont
elev
isio
n, m
useu
ms,
sci
-en
ce c
ente
rs, a
nd th
e lik
esom
e pr
ogra
ms
and
initi
ativ
es h
ave
alre
ady
begu
n to
mak
e th
ese
conn
ectio
ns. M
useu
m p
rogr
ams
aim
ed a
t you
ng c
hild
ren
have
dea
lt w
ith a
var
iety
of
scie
nce,
mat
h-
emat
ics,
and
tech
nolo
gy c
once
pts:
hot
and
col
d, b
ig a
nd s
mal
l,
sink
and
flo
at, m
achi
nes,
num
bers
, sen
ses,
sha
pes,
and
so
on.
Unf
ortu
nate
ly, m
any
child
ren
have
not
had
an
oppo
rtun
ity to
take
par
t in
thes
e ki
nds
of p
rogr
ams.
Muc
h m
ore
need
s to
be
done
to m
ake
such
pro
gram
s ac
cess
ible
to a
ll fa
mili
es.
Tel
evis
ionw
ith it
s al
mos
t uni
vers
al a
cces
sibi
litya
long
with
toys
, gam
es, c
ompu
ter
soft
war
e, f
ilms,
and
boo
ks h
ave
also
had
som
e su
cces
s in
exp
osin
g yo
ung
child
ren
to s
ci-
ence
and
mat
hem
atic
s. T
hese
few
exa
mpl
es s
erve
only
to s
ugge
st th
e ra
nge
of a
ctiv
ities
, mat
eria
ls,
and
med
ia th
at c
an c
ontr
ibut
e to
a c
hild
's e
xplo
-
ratio
n an
d un
ders
tand
ing
of th
e w
orld
.
In 1
985,
the
Scie
nce
Tea
cher
pub
lishe
d an
art
i-
cle
abou
t hol
istic
lear
ning
in s
cien
ce b
y B
ob
Sam
ples
and
Bill
Ham
mon
d. W
heth
er th
eau
thor
s kn
ew it
or
not,
they
wer
e ac
tual
ly a
skin
g
for
an in
clus
ion
mod
el f
or s
choo
l sci
ence
. Tha
t
mod
el d
rew
hea
vily
on
mod
els
that
are
the
norm
inea
rly
child
-
hood
edu
catio
n, w
here
it is
wid
ely
acce
pted
that
eac
h ch
ild d
evel
-
ops
at a
n in
divi
dual
pac
e an
d ga
ins
skill
s an
d kn
owle
dge
in a
dist
inct
and
per
sona
l sty
le. T
he a
utho
rs w
ere
nega
tive
abou
t
18
-
DIA
LO
GU
E O
N E
AR
LY
CH
ILD
HO
OD
SC
IEN
CE
. MA
TH
EM
AT
ICS.
AN
D T
EC
HN
OL
OG
Y E
DU
CA
TIO
N
book
-bou
nd, l
ectu
re-b
ased
inst
ruct
ion,
and
they
mad
e th
is s
tate
-
men
t: "L
earn
ing
styl
e re
sear
cher
s ar
e co
nvin
ced
that
at a
ny g
iven
time
half
to th
ree-
quar
ters
of
the
stud
ents
in m
ost c
lass
room
s ar
e
not l
earn
ing
at n
ear
optim
um."
I th
ink
it is
pro
babl
y hi
gher
than
that
. Sam
ples
and
Ham
mon
d
go o
n to
say
, "O
nly
a qu
arte
r of
our
stu
dent
s ga
in th
e m
ost f
rom
a si
ngle
app
roac
h to
inst
ruct
ion.
We
mus
t try
mor
e ef
fect
ive
way
s
to r
each
all
stud
ents
. It i
s a
kind
of
myo
pia
to c
ling
to in
stru
ctio
nal
prac
tices
that
sys
tem
atic
ally
exc
lude
stu
dent
s. I
t is
a ki
nd o
fim
mor
ality
to s
uppo
rt e
duca
tion
prac
tices
that
sys
tem
atic
ally
excl
ude
mos
t of
a le
arne
r's m
ind.
" T
here
is m
uch
we
can
lear
n
from
our
col
leag
ues
in e
arly
chi
ldho
od e
duca
tion.
Wha
t Wor
ks?
In th
e m
id-1
980s
the
Am
eric
an A
ssoc
iatio
n fo
r th
e A
dvan
cem
ent
of S
cien
ce (
AA
AS)
col
labo
rate
d w
ith th
e N
atio
nal U
rban
Lea
gue
on a
pro
ject
fun
ded
by th
e N
atio
nal S
cien
ce F
ound
atio
n. T
he
goal
of
the
proj
ect w
as to
dev
elop
mod
el p
rogr
ams
for
earl
y ch
ild-
hood
edu
catio
n in
sci
ence
that
cou
ld b
e cu
stom
ized
for
pre
scho
ol
setti
ngs.
The
mod
els
had
thes
e co
nstr
aint
s: f
ew o
f th
e pr
esch
ool
staf
f ha
d fo
ur-y
ear
degr
ees
in e
arly
chi
ldho
od e
duca
tion;
man
y
had
asso
ciat
e de
gree
s; th
e st
aff
turn
over
rat
e w
as h
igh,
as
it is
in
mos
t pro
gram
s fo
r yo
ung
child
ren.
In
othe
r w
ords
, we
had
to
desi
gn a
mod
el th
at w
ould
res
pond
to th
e re
aliti
es o
f th
e w
orld
as
it w
as, n
ot a
s w
e w
ante
d it
to b
e. O
ur c
halle
nge
was
to h
elp
the
peop
le w
ho w
ere
wor
king
with
ver
y yo
ung
child
ren
to b
ecom
e
empo
wer
ed th
emse
lves
by
thei
r ow
n kn
owle
dge
of s
cien
ce a
nd
the
fact
that
it h
ad m
eani
ng in
thei
r liv
es. U
ntil
that
hap
pene
d,
they
wer
e un
likel
y to
eng
age
the
child
ren
in s
cien
ce, m
athe
mat
ics,
and
tech
nolo
gy.
The
se m
odel
s ha
ve a
lso
been
an
infl
u-
ence
on
AA
AS'
s B
lack
Chu
rche
s pr
ojec
t.
We
have
fou
nd th
at e
arly
chi
ldho
od e
du-
catio
n an
d ch
ildca
re p
rogr
ams
are
amon
g
thos
e pr
ogra
ms
mos
t fre
quen
tly o
ffer
ed
by th
e ch
urch
es. H
ow d
o w
e he
lp c
hurc
h-
es im
prov
e th
e qu
ality
of
wha
t the
y ar
e
doin
g? H
ow d
o w
e he
lp th
eir
staf
f de
velo
p th
emse
lves
sion
ally
? W
e ha
ve f
ound
onc
e ag
ain
that
it is
a m
atte
r of
ena
blin
g
indi
vidu
als
to ta
ke h
old
of th
e sc
ienc
e th
emse
lves
. We
enga
ge
them
with
the
kind
s of
str
ateg
ies
that
act
ually
wor
k w
ith y
oung
child
ren
and
then
sho
w th
em ih
e sc
ienc
e, m
athe
mat
ics,
and
tech
-
nolo
gy th
at is
pre
sent
in th
e ea
rly
child
hood
env
iron
men
ts th
ey
have
cre
ated
. Cha
nces
are
, the
re is
alr
eady
a c
orne
r fo
r bl
ocks
or
prof
es-
EST
CO
PY A
VM
LA
BL
E
119
-
MA
LC
OM
perh
aps
a w
ater
tabl
e in
the
spac
e. B
y us
ing
thes
e to
con
stru
ct
tow
ers,
bui
ld a
big
blo
ck f
rom
sev
eral
sm
alle
r bl
ocks
, pou
r w
ater
into
con
tain
ers
of d
iffe
rent
siz
es a
nd s
hape
s, o
r pr
edic
t how
far
a
ball
or to
y ca
r w
ill r
oll o
n di
ffer
ent s
urfa
ces,
chi
ldre
n ar
e ab
le to
inte
ract
with
and
lear
n ab
out t
he n
atur
al w
orld
.
Seve
ral y
ears
ago
, I s
erve
d as
co-
chai
r of
the
Car
negi
e T
ask
Forc
e on
Lea
rnin
g in
the
Prim
ary
Gra
des.
We
exam
ined
man
y
issu
es r
elat
ed to
chi
ldre
n an
d th
eir
wel
l-be
ing,
but
a p
ivot
al f
ind-
ing
of o
ur w
ork
was
this
: For
thre
e-ye
ar-o
ld c
hild
renw
hate
ver
thei
r si
tuat
ions
in li
feev
eryt
hing
was
stil
l pos
sibl
e. B
ut in
just
a fe
w y
ears
tim
e, m
any
wou
ld b
egin
to lo
se g
roun
d. H
ow d
o w
e
supp
ort t
hat a
maz
ing
pote
ntia
l of
earl
y ch
ildho
od?
Wha
t exp
ec-
tatio
ns a
nd o
utco
mes
sho
uld
we
have
in m
ind
whe
n w
e ta
lkab
out p
resc
hool
edu
catio
n? H
ow s
peci
fic
need
we
be in
set
ting
goal
s fo
r co
nten
t and
pro
gram
s? H
ow d
o w
e m
aint
ain
a fo
cus
on
the
deve
lopm
ent o
f ea
ch in
divi
dual
chi
ld w
hile
ens
urin
g th
at a
ll
child
ren
have
acc
ess
to th
e ki
nds
of e
xper
ienc
es th
at w
ill p
repa
re
them
for
hig
h ac
hiev
emen
t in
scie
nce,
mat
hem
atic
s, a
nd te
ch-
nolo
gy?
Unl
ess
we
nam
e th
ose
expe
rien
ces,
som
e ch
ildre
n w
ill
sim
ply
not g
et th
em.
One
goa
l of
the
Foru
m o
n E
arly
Chi
ldho
od S
cien
ce, M
athe
-
mat
ics,
and
Tec
hnol
ogy
Edu
catio
n w
as to
nam
e th
ose
expe
rien
ces.
Wha
t is
it th
at s
tude
nts
need
to k
now
and
be
able
to d
o by
the
12
time
they
get
to k
inde
rgar
ten?
Wha
t exp
erie
nces
can
we
assu
me
they
hav
e ha
d? H
ow c
an w
e he
lp p
rovi
de a
n op
port
unity
for
eve
ry
child
to h
ave
thos
e ex
peri
ence
s?
Lifti
ng R
efrig
erat
ors
and
Lear
ning
abo
ut L
ever
sFi
nally
, a s
tory
of
my
othe
r da
ught
er il
lust
rate
s w
here
suc
h th
ink-
ing
mig
ht le
ad. M
y hu
sban
d ne
eded
to m
ove
the
rolle
rs u
nder
the
refr
iger
ator
. He
aske
d ou
r fi
ve-y
ear-
old
for
help
. "L
inds
ey,"
he
said
, "I
wan
t you
to li
ft th
e re
frig
erat
or."
Lin
dsey
turn
ed to
her
Eth
er, l
augh
ed, a
nd s
aid,
"D
addy
, you
're s
o si
lly. I
'm to
o lit
tle. I
can'
t lif
t a r
efri
gera
tor.
It i
s to
o he
avy
for
me.
"
Her
fat
her
wen
t out
to th
e ga
rage
and
cam
e ba
ck w
ith a
long
-
hand
led
shov
el. H
e pl
aced
the
blad
e se
cure
ly u
nder
the
fron
t of
the
refr
iger
ator
and
pus
hed
dow
n on
the
hand
le. H
e ca
lled
Lin
d-
sey
over
and
as
they
gra
dual
ly e
xcha
nged
wei
ght a
nd s
he p
ut h
er
40 p
ound
s on
the
shov
el h
andl
e, s
he li
fted
the
refr
iger
ator
. Her
eyes
lit u
p, h
er m
outh
dro
pped
ope
n, a
nd th
is s
illy
grin
cam
e
acro
ss h
er f
ace.
She
had
dis
cove
red
that
tech
nolo
gy w
as e
mpo
wer
-
ing.
We
neve
r sa
id th
e w
ord
"lev
er"
to h
er. W
e ne
ver
trie
d to
tell
her
abou
t ful
crum
s or
any
thin
g el
se. S
he h
ad f
ound
out
her
self
.
Whe
n th
e na
tion'
s go
vern
ors
and
Pres
iden
t Bus
h m
et in
Cha
rlot
tesv
ille
for
the
1989
Edu
catio
n Su
mm
it, th
e fi
rst
natio
nal e
duca
tion
goal
they
art
icul
ated
was
this
: All
child
ren
will
20
-
DIA
LO
GU
E O
N E
AR
LY
CH
ILD
HO
OD
SC
IEN
CE
,M
AT
HE
MA
TIC
S, A
ND
TE
CH
NO
LO
GY
1D-U
CA
TIO
N
com
e to
sch
ool r
eady
to le
arn.
It h
as ta
ken
us m
any
year
s to
lear
nR
efer
ence
sw
hat "
read
y" m
eans
. It m
eans
that
chi
ldre
n w
ill c
ome
to s
choo
lH
amm
ond,
B. a
nd S
ampl
es, B
. (N
ovem
ber
1985
). T
he S
cien
ce
with
lovi
ng a
nd c
arin
g ad
ults
in th
eir
lives
, with
ade
quat
e he
alth
Tea
cher
, 52
(8)
:40-
43.
care
and
nut
ritio
n, a
nd w
ith a
n en
tire
com
mun
ity o
f su
ppor
t.H
awki
ns, D
. (Sp
ring
198
3). N
atur
e C
lose
ly O
bser
ved.
Dae
dalu
s,B
ut it
als
o m
eans
that
they
mus
t com
e to
sch
ool w
ith th
e ex
peri
-11
2(2)
.en
ces
that
will
allo
w th
em to
rea
ch th
eir
full
pote
ntia
l and
with
limitl
ess
expe
ctat
ions
that
they
will
suc
ceed
at t
he h
ighe
st le
vels
.
2 1
13
-
The
For
um o
n E
arly
Chi
ldho
od S
cien
ce, M
athe
mat
ics,
and
Tec
hnol
ogy
Edu
catio
nJa
cque
line
R. J
ohns
on
The
for
um o
n E
arly
Chi
ldho
od S
cien
ce, M
athe
mat
ics,
and
Tec
h-
nolo
gy E
duca
tion,
con
vene
d by
Pro
ject
206
1 of
the
Am
eric
an
Ass
ocia
tion
for
the
Adv
ance
men
t of
Scie
nce,
cre
ated
a le
arni
ng
com
mun
ity o
f ea
rly
child
hood
pra
ctiti
oner
s an
d re
sear
cher
s,sc
hola
rs, a
nd te
chno
logi
cal e
xper
ts f
rom
the
scie
nces
and
mat
he-
mat
ics.
The
se in
divi
dual
s ex
plor
ed th
e st
atus
of
mat
hem
atic
s, s
ci-
ence
, and
tech
nolo
gica
l edu
catio
n in
the
earl
y ch
ildho
od y
ears
.
The
for
um w
as c
onve
ned
in F
ebru
ary
1998
in a
n ef
fort
to:
mer
ge th
ree
cons
titue
ncie
srep
rese
ntat
ives
fro
m th
em
athe
mat
ics,
sci
ence
, and
tech
nolo
gy c
omm
uniti
es; e
arly
child
hood
edu
catio
nal p
ract
ition
ers;
and
the
educ
atio
nal
equi
ty c
omm
unity
to e
nhan
ce m
athe
mat
ics,
sci
ence
,an
d te
chno
logy
edu
catio
n in
ear
ly c
hild
hood
.
Jacq
uelin
e R
. Joh
nson
is p
rofe
ssor
of
soci
olog
y an
d ch
air
of th
ede
part
men
t of
anth
ropo
logy
and
soc
iolo
gy a
t Gra
nd V
alle
y St
ate
Uni
vers
ity in
Alle
ndal
e, M
I.
14
cons
ider
wha
t the
goa
ls o
f su
ch e
duca
tion
shou
ld b
e an
dto
beg
in to
art
icul
ate
stra
tegi
es f
or a
chie
ving
thes
e go
als.
revi
ew w
hat i
s kn
own
abou
t thi
s ar
ea o
f ed
ucat
ion.
iden
tify
prom
isin
g su
bjec
t are
as o
r pr
ogra
ms
wor
thy
ofou
tsid
e fu
ndin
g.
Thi
s pa
per
synt
hesi
zes
the
issu
es a
nd f
indi
ngs
from
the
foru
m.
It p
rovi
des
an o
verv
iew
of
wha
t we
know
abo
ut m
athe
mat
ics,
scie
nce,
and
tech
nolo
gy e
duca
tion;
iden
tifie
s ex
em-
plar
s of
goo
d pr
actic
e; a
nd id
entif
ies
obst
acle
s to
goa
l
achi
evem
ent.
Spec
ific
ally
, thi
s pa
per
cons
ider
s th
e
issu
es a
nd a
gend
a th
at p
rom
pted
the
mee
ting.
It a
lso
pres
ents
a p
relim
inar
y ag
enda
for
fut
ure
wor
k an
d
poss
ible
fun
ding
initi
ativ
es in
this
are
na.
In "
Scie
nce
Ass
essm
ent i
n E
arly
Chi
ldho
od P
ro-
gram
s" (
page
106
), E
dwar
d C
hitte
nden
and
Jac
quel
ine
Jone
s re
coun
t a k
inde
rgar
ten
clas
s's
obse
rvat
ion
of a
22
-
DIA
LO
GU
E O
N E
AR
LY
CH
ILD
HO
OD
SCIE
NC
E, M
AT
HE
MA
TIC
S. A
ND
TE
CH
NO
LO
GY
ED
UC
AT
ION
dead
fis
h. T
he n
arra
tive
prov
ides
an
exam
ple
of th
e pr
omis
e an
d
pote
ntia
l of
earl
y ch
ildho
od s
cien
ce e
duca
tion.
In
"You
ng C
hil-
dren
and
Tec
hnol
ogy,
" D
ougl
as C
lem
ents
like
ns th
e po
wer
of
effe
ctiv
e sc
ient
ific
and
mat
hem
atic
al th
inki
ng (
whi
ch h
e de
scri
bes
as "
inte
grat
ed-c
oncr
ete
thin
ki