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TITLE Dialogue on Early Childhood Science, Mathematics, and Technology Education. INSTITUTION American Association for the Advancement of Science, Washington, DC. SPONS AGENCY National Science Foundation, Arlington, VA. ISBN ISBN-0-87168-629-5 PUB DATE 1999-00-00 NOTE 199p.; Document is based on papers commissioned for the Forum on Early Childhood Science, Mathematics, and Technology Education (Washington, DC, February 6-8, 1998). CONTRACT ESI-96189093 AVAILABLE FROM AAAS Distribution Center, P.O. Box 521, Annapolis Junction, MD 20710; Tel: 800-222-7809 (Toll Free)($12.95; AAAS members $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 Teachers Association

ABSTRACT Educators, scholars, and researchers in the United States convened at the Forum on Early Childhood Science, Mathematics, and Technology Education to discuss how, when, and even if science, mathematics, and technology should be taught to pre-kindergarten children. The product of that forum, this book summarizes some of the latest thinking about early childhood science, mathematics, and technology education. Articles are organized into sections covering perspectives; learning context; first experiences in science, 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--National Science Teachers Association); (2) "Toward a Research Agenda in Early Childhood 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 New Millenium" (Barbara Day and Tracie Yarbrough--The University of North Carolina-Chapel Hill; (6) "Policy Implications for Math, Science, and Technology in Early Childhood Education" (Barbara T. Bowman--Erikson Institute); (7) "Concept Development in Preschool Children" (Susan A. Gelman--University of Michigan-Ann Arbor); (8) "Educating Young Children in Math, Science, and Technology" (David Elkind--Tufts University, Medford, Massachusetts); (9) "Science in Early Childhood: Developing and Acquiring Fundamental Concepts and Skills" (Karen K. Lind--University of Louisville, Kentucky);(10) "Early Childhood Mathematics" (Susan Sperry Smith--Cardinal Stritch University, Milwaukee, Wisconsin); (11) "Young Children and Technology" (Douglas Clements--SUNY-Buffalo, New York); (12) "Science Assessment in Early Childhood Programs" (Edward Chittenden and Jacqueline +++++ ED427877 Has Multi-page SFR---Level=1 +++++ Jones--Educational Testing Service);(13) "Preparing Teachers of Young Learners: Professional Development of Early Childhood Teachers in Mathematics and Science" (Juanita V. Copley and Yolanda Padron--University of Houston, Texas); (14) "Partnerships among Families, Early Childhood Educators, and Communities To Promote Early Learning in Science, Mathematics, and Technology" (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 article contains references. The book concludes with lists of selected resources and of the forum attendees. (HTH)

******************************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ******************************************************************************** EDUCATIONAL RESOURCESOffice of Educational INFORMATION ResearchU.S. DEPARTMENT and improvement OF EDUCATION CENTER (ERIC) - oo DIALOGUE ON EARLY CHILDHOOD, XThis0 Minor changes have been madeimproveoriginatingeceived reproduction it. trom the quality. person or organization document has been reproduced as to AND S CI EN CE ECHNOLOGY EDUCATION MATHEMATICS, ° Points of view or opinions statedofficialdocument OERI do position not necessarily or policy. represent in this PERMISSIONDISSEMINATE TO REPRODUCE THIS MATERIAL AND HAS BEEN GRANTED BY TO THE"Terry\ EDUCATIONAL RESOURCES kAck,(41INFORMATION CENTER (ERIC) BEST COPY AVATCARE If's" -,/kN AMERICAN STOOCEIK-CIOIENNCFOE R THE DIALOGUE AND SCIENCE, MATHEMATICS,TECHNOLOGY EDUCATION ON EARLY CHILDHOOD Childhood Science,Based Mathematics, on papers and commissioned Technology Education, for the Forum on Early February 6-8, 1998 i Washington, DC. klAMERICANADVANCEMENT ASSOCIATION OFFOR SCIENCE THE 4 C Project 2061 of ScienceCopyright (AAAS) © 1999 by the American Association for the Advancement AllISBN rights 0-87168-629-5reserved. No withoutmeans,stored in electronic, the a retrieval prior permission mechanical, system, orof transmitted,photocopying,the AAAS. in recording, or otherwise, part of this publication may be reproduced, any form or by any aScience,This grant publication from Mathematics, the Nationaland the and February ScienceTechnology 1998Foundation Education Forum (granton were Early number supported Childhood ESI by forand96189093). the do Advancementnot necessarily Any interpretations of represent Science and theor theconclusionsviews National of the areScienceAmerican those Foundation. of Association the authors BoyCover planting photos: tree: Young Taposchaner, boy playing: Jacob/FPG Cummins, International, Jim/FPG International, LLC. LLC. PrintedBook design in the by United Jennifer States Anne of Kolansky.America. 5 . DIALOGUE. ON -EARLY CHILDHOODContents SCIENCE, MATHEMATICS, AND TECHNOLOGY EDUCATION EarlyPerspectivesPreface Childhood Education in Science, Mathematics, 1 TheA inContext StateAmerica: of Earlyfor Challenges Learning Childhood for thePrograms New Millenium 2729 and Technology: An NSTANationalFred Perspective Johnson, Science Teachers Association 3 Policy Implications forBarbara Math,The Day Science, University and Tracie of Yarbrough,North CarolinaChapel Hill Science,Toward a Mathematics, Research AgendaAlverna andNational Technologyin M Early Champion,Science Childhood EducationFoundation 6 and Technology in EarlyEriksonBarbara Childhood InstituteT Bowman, Education 40 Making Sense of the AmericanWorldShirley AssociationMalcom, for the Advancement of Science 8 Concept Development inSusan PreschoolUniversity A. Gelman, Childrenof Michigan-Ann Arbor 50 Mathematics,The Forum on and Early Technology JacquelineChildhood EducationR. Science, Johnson, 14 inEducating Math, Science, Young andChildren TechnologyDavidTufts Elkind, University 62 Grand Valley State University HI First Experiences in Science, CONTENTS Fostering High-Quality Programs 115 andScienceMathematics, Acquiring in Early Fundamental Childhood:andKaren Technology Concepts K Developing Lind, and Skills 7173 TeachersProfessionalPreparing inTeachers Mathematics DevelopmentJuanita of Young andV of Copley Learners:EarlyScience Childhoodand Yolanda Padrón, 117 Early Childhood MathematicsSusanUniversity Sperry ofSmith, Louisville 84 Educators,Partnerships and AmongCommunities Families,University to Promote Early Childhoodof Early Houston Young Children and TechnologyDougbaCardinal Clements, Stritch University 92 Learning in Science, Mathematics,HarvardHeather B. Family Weiss,and Technology Research Project 130 inScience Early Assessment Childhood ProgramsSUNYBuffalo 106 PreschoolPlaying Fair Mathematics, and Square:Rebecca Science, IssuesUniversity S.of and New, Equity of Technology New in Hampshire 138 EducationalEdward Chittenden Testing andService Jacqueline Jones, IndexListSelected of Forum Resources Attendees 184180157 iv 7 prefaceDIALOGUE ON EARLY CHILDHOOD SCIENCE. MATHEMATICS, AND TECHNOLOGY EDUCATION ogy,To thrive our inchildren a world and increasingly grandchildren shaped must by science ownin and their technol- own goalfindings? of literacy? And how do we put them to good use in pursuing our works,handsmathematics,ities tohowand learn mindsawe usefulhave and technology comebasicnew knowledge tounderstanding know is not what and an weskills.option ofknow, howLiteracy for and the the the future.in world science,abil- But theChildhoodexperts request gathered Science, of the in NationalMathematics, Washington,In February Science and DC 1998 Technology Foundationfor a themultidisciplinary Forum Education. (NSF), on Early the Atgroup of more than 100 whereentifichildren and c perspeCtive. when have dothe we ability Somestart?Recent to studies comprehend educational indicate their that research worldchildren from suggests as younga sci- that even very young gartenshouldconvenednation's children.teach most for science, accomplishedthree This daysbook, mathematics, to Dialogue discusseducators, and onhow, technologyEarlyscholars, when, Childhood andand to pre-kinder-researcherseven Science, if we learnearlylearning.as three yearsmathematics years New promises oldresearch may and to bescience.onhelp capable how us understand theBut of brain whatconcept-based develops do how we young make during theoretical childrenof thesethese Mathematics,childhoodogy Education and science, Technology represents mathematics,Dialogue Educationsome of on theand isEarly alatest technologyproduct Childhood thinking oF that education. Science, about meeting. early Mathematics, It and Technol- Po' EST COPY AVAELABLE 8 brings together 11 papers on wide-ranging topics commissioned PREFACE the conversation begun at the forum and encourages more of the from(AAAS)by the these American for the forum. Association Among for the the intriguing Advancement ideasChildren of to Science are capable of learning more than we had papers are the following: emerge ofthiscommunity the book. Elementary, From to participate. NSF, Secondary, Dr.Many Margaret people and Informal Cozzens,contributed Education former to the director success Divi- of the forum and to childhoodMathematicseveryaboutpreviously child education. and thought,shoulddevelopment, science have. though are usually we don't absent know in earlyenough yet, to say what experiences of Champion,programsion,NSF's initiated spectacular officer, program the helped newproject; officer, Child identify Dr. and Development Janice Dr. the Patricia funding;Earle, Center, Kenny, Project Dr. worked Alverna director 2061's theThetechnologyparedEarly resources range childhoodto incorporate ofexperiences earlyfor teachers early childhood appropriate intochildhood and children's caregiversexperiences science, education lives. are mathematics, is oftenare few ill pre-and or vast, and FromcloselyTerryized both AAAS,Handy with the skillfullyus conferenceMary in every Koppal, edited aspectand communications the this ofmanuscript; book; both theNatalie forum Barbaradirector, Nielson and Walthal book. and organ- theyresourcesThe bookseek thefor also besteducators, contains science, parents, an mathematics, extensive and education bibliography and technology groupsinequitably and to experi- uselist asof distributed. dedicationallresourceand of the Tracy logistics andlist; Gath hardLester for compiled work. the Matlock, forum. Finally, the project I extensiveam I thank grateful administrator, all bibliography ofto theall forauthors handled their and ences for young children. We hope that this book both sustains for their thoughtful contributions to this volume. Director, Project 2061 George D. Nelson vi DIALOGUE ON EARLY CHILDHOOD SCIENCE, MATHEMATICS, AND TECHNOLOGY EDUCATION PERSPECTIVES

1 0 DIALOGUE ON EARLY CHILDHOOD SCIENCE, MATHEMATICS, AND TECHNOLOGY EDUCATION FredLiand Jo hnson Technology: An NSTA Perspectivearly Childhood Education in Science, Mathematics, TheSecond,First,issues National we must we must Science mustbe consideredunderstand identify Teachers programs regardinghow Association and and whyearly learning (NSTA) young childhood experiences childrenbelieves education. twolearn. that learningbrain normal (Markezichdevelopment brain function1996). is long"Learning lasting."is revealing Neurobiologywindows"optimal more about research -how times children regard- for learning at particular tancelyapply meet ofthis young early understanding stimulationchildren's Current needs.of in early developing research childhood brainon learningbrain connections development to effective- from emphasizes the impor- tiveResearchofdevelopmental science, early childhoodfindings mathematics, stagesshould have education strong and programsbe implications technology used to because enhance for in developing"richyoung understanding experiences children. effec- developmentlearningChildrenbirth. The whenin Carnegie 1994 is muchthey issued Taskenter more a Force callschool.vulnerable for on help ThisMeeting to in reportenvironmental preparing the states Needs children that ofinfluence Young"brain for currentproduce1920s, brain rich long brains"research before (Nash accesswasPiaget's available.1997). to theorymedical The of imaging currentcognitive nationaltechnology development redi- and was created in the AssociationFredthan previouslyJohnson from served June suspected 1997 as president through and early ofJune the environmental 1998. National Science influence Teachers on 11 "Developmentallyrationswhichrection stresses ofthrough science the the and appropriateuse manipulation math of a teaching/learningteaching practice"a of is objectsgrounded curriculum cycle and in thismaterials.and based theory,explo- on JOHNSON achievementwhat(Clark is known 1996). reveals about that youngResearch young childrenshould children on children's are full drive ofmotivation curiosity instruction and to learn a and their under- Thesethanin the programs stimulating previous may years home compensateCultural and environments. months; diversityfor a theychild's and may lack children also of stimulation enhance with special less needs are a par- passion for learning (Raffini 1993). If this passion changes from ing.studentsdelight A greaterto will drudgery, leave understanding school one in before four of ofgraduat-student those theyamental differentticular must milestones challengeall manner. be included are Iffor allattained early childrenin our childhood on concerns area different to reach educationwhen schedule their we design aspotential, develop-and and in forrelatesmotivation learning. to intrinsic is needed, and Documentationextrinsicparticularly rewards as andit evaluation data on communityprogrammingprovide high-quality support that is seems funded preschoolFinancing to bybe most grantseducational issues effective: and are that opportunities. always Thereceives stakeholders a concern. special Local educational areClosingCare mentally System the developmental may stimulated reveal models by gap their forbetween family effective preschooland preschool surroundings children education. whoand Head Start, Title I, and the Military Child thattophave priorityare more working investedshould effectively be in financial theAs success NSTA to prepareassistance considersof these students for programs. neurological preschool for learning. Educators' programs research and its implications designedthechildrenthose opportunities who forpreschool are school. not for stimulatededucation Theearly importance childhood for should three-, ofstimulationbe four-, brain a priority and development callsfive-year-olds. in preparing for well- and technologypreschoolmostfor preschool of these programs education. education, early childhood that we provide recognize years science, throughthe need mathematics, well-designedfor making andthe 4 12 ReferencesDIALOGUE ON EARLY CHILDHOOD SCIENCE. MATHEMATICS, AND TECHNOLOGY EDUCATION Markezich,Clark, J. V. (1996).A. (1996). Redirecting LearningSuperInc. Kids science windows Educational education. and Software the Corwinchild's Review. brain.Press, Knowledge Share LLC. Nash,Raffini, M. J.J. (1997).P. (1993). Fertilefir Winners increasing Prenticeminds. without studentTime, Hall. losers: 149:5.motivation Structures to learn.and strategies Upper Saddle River, NJ:

5 13 Alverna71- oward M Champion a_A_ Research Agenda in Early ChildhoodScience, Mathematics, and Technology Education no"It takesless true a village today to than raise it a waschild." when This the well-worn thought African was first adage made is idealsunique but community: all with similar each commitments with different to views,improving beliefs, the lives, and inputwithword.(OERI) funding fromThe American theof from theOffice Department the Association of National Educational of forScience Education, the Research Advancement Foundation andbrought Improvement of(NSF) theScience, global and Wemathematics,opportunities, left revitalized and fatestechnology to teachWe of youngleft those educationthe children forumwho heretofore ready foraged young 3to to inform have 5.children. been the world about science, ton,andtists,village policy DC,researchers together for makers a dynamic in and Februaryfrom practitioners, nearForum of and 1998. on abroad teachers Early Mathematicians gathered Childhood and administrators, in Washing-and Science, scien- disenfranchised.alienated.categorizedthose children We as left un-teachable. Wewho amenable left are equipped tethered to We welcome, leftto releaselabels eager with such theto openencourage shackles as "at-risk." arms, from thethe We AlvernaStateMathematics, UniversityM Champion and in Technology Grandis professor Rapids, Education.of mathematicsMI. We cameat Grand together Valley as a Foundationlearn,"left as webut hadnow afford come, we notactually recitingWithto support believedso themuch projects mantra, synergyit. carefully "All at work, children crafted how cancan to the National Science 6 14 DIALOGUE ON EARLY CHILDHOOD SCIENCE. MATHEMATICS. AND TECHNOLOGY EDUCATION technologyimprove the for teaching young children?and learning With of themathematics, needs of young science, children and evaluation,and ESIE offer and opportunitiesassessment. for funding in the areas of research, Submittantelsgaining of that government, thea proposal!we spotlight seize it Considerattheis allimpor- day. ley- technologyenhancement by youngencouraging in settings children's outside theHyman learning submission the Field, formal of mathematics, acting of classroom. proposals director Proposalsscience, that of ESIE, would and for adds to Midge's state- (Q. .21_,;; c2111r,_ the following possibilities.Margaret "Midge" Cozzens, increasing parental involvementNSF has are recently a priority. funded five projects on the development A , "ddTP: yhia' malmentary,the Science former Secondary, Education director and of (ESIE) Infor-the Ele- undervarietyof early what ofchildhood projects, conditions, instructional seeks and to for learn whom. materials. more These about NSF, projects what in funding works,are not a Theeducationdon'tDivision Division have ofas a of thegoodit Research,relates National synthesis to mathematics, Evaluation,Science of the Foundation,research scienceand Communications on and earlyobserved, technology." childhood "We andmentFundingintended technology projects innovativeto be isexemplars;that particularly focusand creative theyon substantiveimportant are instructional intended to mathematics, NSF.to servematerials as examples. develop-science, Shirley Malcom Making Sense of the World fir convincedarethenIfyoung people children all aremeof my shapedthat because experiences science, by they their mathematics, matter as experiencesand a scientist to young and and children. technology as I abelieve parent As matterchil- havethey Kelly'sWhatworkings.rizing makes fear when They of it thundersnow?she took was no What ledfourpart her areofyears tothe clouds a old.materialmoment madeAs we worldof of? werescientific My for racing daughtergranted. theo- home line.bathanddren mittenssetAndtoys, the the they table, onpunch amassa matchsnowy line experiences theiris day; this: socks, as We they thatorlive reach learn setin athem for worldto theircook up that forjackets, or is theplay governed punchboots, with eyes,"thunder."knewduring whyKelly a storm,"Why the replied. "clouds is she that?" announced bumped I asked. into "Becausefrom each the other theyback anddon't seat make havethat thatsheany wouldcanby rules, be uncovered,create where if some necessaryexplanations where outcomesMy questions own are children predictable,can be ofasked taught their where and worldme answered. knowledge early and on its that they soughtand foundnomena.attribute it necessary theBut characteristics what to was articulateChild most of development fascinating animatea hypothesis. objects researchto Later me to wasnatural experiences tells that us phe- shethat children do, in fact, AmericanShirley AssociationMalcom is director for the Advancementof Education andof Science. Human Resources at the storms,would help and herclouds, refine but and for develop now she her had theories asked aabout question thunder, that 16 DIALOGUE ON EARLY CHILDHOOD SCIENCE. MATHEMATICS, AND TECHNOLOGY EDUCATION wouldwas important help her maketo her sense and had of the formulated world. an explanation that SomeThe Great may fear Equalizers that I am suggesting we impose a rigid, formal Nationalonquestions science, Association and mathematics, hypotheses,Around for the andI wastheEducation technology time asked my ofto children Youngmake at a meeting a Children.beganpresentation toof confronttheTo me with their consistentexperiences,mind.curriculum Instead, with on supplementing young wewhat must we children. takeknow them advantage about That with ishow other not of children at children'sexperiences all what develop everydayI havethat and are in ownsamedevelopmentprepare, and time, Iother began I reflected and young tothe explore early childrenon what childhood the Iframe formalhad learned yearstheir knowledge questionsin from particular. watching about about At child themythe whattheapproach we Spring know was 1983 about best issue eachdescribed of individual Daeaus: by David child. Hawkins The value in of an such article an in"The kind of experiential background in children's children'sdrenworldtheir powerful and very experiencesdevelop nature, ways their scienceof inknowing hypotheses. their and very mathematicsabout early It thebecame years world. could couldclear And offer toprepare that me young indeed,that them bychil- ofmostlives uniformlysocial beforeother background schoolschooling adequate subjects. begins matter to math Theor less along poverty and here the science inway or the richness is earlythanmore to -muchadvocate.on.for greater theThese formal access My conclusions messagestudy to the of richestisscience, led this: me Wevariety mathematics,inevitably need of to experiences provide to andmy alltechnologypresent childrenthat will role withlater as Unfortunately, mathematics and science are often the great sepa-areshouldyears now than therefore seen in otherto be schoolorthe not." great subjects. equalizers, Math whether and science they expectationshelp them make for every sense child. of their world. We must have unbounded canareWithoutrators excludedaffect rather advanced their thanfrom career equalizers.educationalcourses aspirations, in science Theyopportunities their are and therole mathematics, gatekeeper andin society, experiences subjects.and students even that 91 '' MALCOM dotheir we sense make of sure personal that all fulfillment. young children With have this muchthe important at stake, expe- how ematics,aimed at youngand technology children have concepts: dealt with hot a and variety cold, of bigscience, and small,math- accountamonglearning?riences three thatof At each will thedistinct other.providevery communitiesleast, them it will with require thata strong are much justfoundation beginningmore cooperation for tofuture take totakeUnfortunately,sink make partand such infloat, these programs machines,many kinds childrenaccessibleof programs. numbers, have to allMuch senses,not families. had more shapes, an needs opportunity and to be so done on. to ence,ForBuilding those mathematics, in the the BridgesK-16 and education technology community, in a preschool thinking context about is rela- sci- encesometoys, and games,success mathematics. computer in exposing These software,Televisionwith young few childrenexamplesfilms, and its to serve almostsci-books have universal also had accessibilityalong with justeducationalliketively beginning at new.the preschool Similarly,equity, to consider there level. the whatis early nowAnd content-rich childhooda for growing those whoeducationawareness programs work communitythatin would the access area be toofis rationandonly media to and suggest understandingthat canthe rangecontributeIn of of 1985, activities, the to world.athe child's Science materials, explo- Teacher published an arti- threeshort-technologythoughtful, communities and long-term engagingduring and the benefitsexperiences findingearly childhood toout all inwhere children. science, years their mathematics,Connectinginterestscan provide intersect these both and forauthorsSamplescle anabout inclusion knew andholistic it Billor model not, learning Hammond. they for schoolwere in science actuallyWhether science. by asking ThatBob the alreadyenceare essential centers,begun first to and make steps. the theselikesomeIn the connections. area programs of informal Museum and initiativeseducationtelevision, programs have museums, sci- distinctopshoodmodel at education, andrew and individual heavilypersonal where onpace itstyle. modelsis widelyand The gains that acceptedauthors are skills the werethat andnorm each knowledgenegative 18in child devel-about in a early child- DIALOGUEbook-bound, ON lecture-based EARLY CHILDHOOD instruction, and they SCIENCE. made this MATHEMATICS.state- AND TECHNOLOGY EDUCATION most programs for young children. In other words, we had to nottimement: learning half "Learning to three-quartersat near style optimum." researchersI think of the it studentsis are probably convinced in mosthigher that classrooms thanat any that. given areSamples and Hammond empoweredpeopleitdesign was, anotwho model as werethemselves we that wantedworking would by it respond withtotheir be. veryown Our to youngthe knowledgechallenge realities children was of thescience to worldbecomehelp andthe as practicestoago single reach on to approach allsay, that students. "Only systematically to instruction.aIt quarteris a kind of exclude of Weour myopia muststudents students. tryto clingmore gain to effectivetheIt instructionalis most a kind waysfrom of intheythe science, fact were that unlikely mathematics, it had tomeaning engageThese and inthetechnology. models their children lives. have Until also beenthat happened,an influ- fromexcludeimmorality our most colleagues to of support a learner's in early education mind."childhood practices There education. is muchthat systematically we can learn thosecationWeence have on programsand AAAS's found childcare that mostBlack earlyprograms frequently Churches childhood are project.offered among edu- onofInWhat Sciencethea project mid-1980s Works? (AAAS) funded the collaborated Americanby the National Association with theScience National for Foundation.the UrbanAdvancement League The sionally?doing?esby improvethe churches. How We the havedo qualityHowwe found help do of oncewetheir what help again staff they church- thatdevelop are it is athemselves matter of enabling profes- staffsettings.hoodgoal of hadeducation the Thefour-year project models in wasscience degrees had to develop thesethat in could earlyconstraints: model bechildhood customizedprograms few education;of for thefor early preschoolpreschool child-many nologychildrenthemindividuals with that and the isto then presentkindstake show hold of in strategiesthem theof the earlyihe science science, that childhood actually themselves. mathematics, environments work withWe and engage young tech- they had associate degrees; the staff turnover rate was high, as it is in EST COPY AVMLABLE 119 have created. Chances are, there is already a corner for blocks or MALCOM intotowers,perhaps containers build a water a bigof table different block in fromthe sizes space. several and By shapes, smaller using or blocks,these predict to pour constructhow water far a childtheytime have to theyhave had? getthose How to experiences?kindergarten? can we help provide What experiences an opportunity can forwe everyassume Forceinteractball or on toy with Learning car and will learn rollin the onaboutSeveral Primarydifferent the years natural Grades. surfaces, ago, world. IWe servedchildren examined as are co-chair ablemany to of the Carnegie Task ingFinally,Lifting might a storylead. Refrigerators Myof my husband other daughter neededand Learning to illustrates move the about where rollers suchLevers under think- the atheiringissues few of situations yearsrelatedour work time, to in childrenwas many lifeeverything this: would and For their three-year-oldbegin waswell-being, to still lose possible. ground. childrenwhateverbut a pivotal HowBut indo find- just we can'tEther,said,refrigerator. lift"I laughed, wanta refrigerator. Heyou and asked to said,lift Itour theis "Daddy, toofive-year-old refrigerator." heavy you're for me." forso Lindsey silly. help. I'm "Lindsey,"turned too little. to her he I goalsabouttationssupport for preschoolcontent andthat outcomesamazing and education? programs? potential should How How ofwe earlyspecific havedo we childhood? in maintain need mind we when Whata be focus in we expec-setting on talk seythehandled refrigeratorover shovel.and as andthey He pushed placedgraduallyHer thedownfather exchanged blade on went thesecurely outhandle. weight to theunder He and garage called theshe front putand Lind- her cameof back with a long- nology?themchildrenthe fordevelopment haveUnless high access achievement we ofname to each the those kinds individualin science, experiences, of experiences child mathematics, while some that ensuring children will and prepare tech- thatwill all across40 ing.eyespounds herWe lit face. up,neveron theher She said shovelmouth had the discovered wordhandle, dropped "lever" she that open, lifted totechnology her.and the We this refrigerator. neverwas silly empower- triedgrin Hercameto tell Whatmatics,simply is andnot it thatgetTechnology them.students EducationOne need goal to know ofwas the to and Forumname be thoseable on Early toexperiences. do Childhood by the Science, Mathe- nationalCharlottesvilleher about education fulcrums for goal or theanything theyWhen 1989 articulated theelse. Education nation's She was had this: governorsSummit,found All outchildren herself.the and first will President Bush met in 12 20 DIALOGUE ON EARLY CHILDHOOD SCIENCE, MATHEMATICS, AND TECHNOLOGY 1D-UCATION withwhatcome loving "ready"to school and means. ready caring toIt adults meanslearn. inIt that hastheir children taken lives, us withwill many adequatecome years to to school health learn Hammond,References B. and Samples,Teacher, B. (November 52 (8) :40-43. 1985). The Science limitlessencesButcare it and alsothat expectationsnutrition, willmeans allow that and themthatthey with they mustto anreach will comeentire succeed their to community school full at potentialthe with highest of the support.and experi- levels. with Hawkins, D. (Spring 1983).112(2). Nature Closely Observed. Daedalus,

13 2 1 JacquelineT R. Johnson andhe Forum Technology on Early Education Childhood Science, Mathematics, AssociationcommunitynologyThe forum Education, for on of the Early early Advancement convened Childhood childhood by Science,of practitionersProject Science, Mathematics, 2061 created andof the researchers,a learning Americanand Tech- outsideidentifyreviewtoconsider begin what funding. promisingtowhat articulate is theknown goals subject strategies about of suchareas this for education areaor achieving programs of education. should these worthy begoals. and of Theence,matics.scholars, forum and These wasand technological convened technologicalindividuals in education explored February experts the infrom 1998 thestatus the earlyin ofansciences mathematics,childhoodeffort andto: mathe-years. sci- science,ItThis provides paper and synthesizesan technology overview the education;of issueswhat we and identifies know findings about exem- from mathematics, the forum. andequitychildhoodmathematics,merge technology threecommunityto educational constituenciesrepresentatives science, education enhance andpractitioners; intechnology early mathematics, childhood. and communities; the from educational science, the early presentsissuesachievement.plars of and good a agendapreliminary practice; Specifically, that andprompted agenda identifies this for paperthe future obstaclesmeeting. considers work toIt alsogoaland the JacquelinedepartmentUniversity R. Johnsonof in anthropology Allendale, is professor MI. and sociologyof sociology at Grand and chair Valley of theState Jonesgrams"possible recount (page funding 106), a kindergarten Edward initiativesIn Chittenden "Scienceclass's in this observationarena. andAssessment Jacqueline of ina Early Childhood Pro- 14 22 DIALOGUE ON EARLY CHILDHOOD SCIENCE, MATHEMATICS. AND TECHNOLOGY EDUCATION potentialdead fish. of The early narrative childhood provides science an exampleeducation. of Inthe "Young promise Chil- and AsChildren one presenter Are Not stated at Home in her Anymore introductory remarks, "This concreteaseffectivedren "integrated-concrete and scientific(pageTechnology," 100). and In mathematical Douglaseachthinking,") case, Clements strength thinkingto the strength likens is(which provided the ofhe sidewalkpowerdescribes by "the of orofthreeforum childrenpreschool to is six in three aren't largeprograms to at fivepart home in yearsa eachresponse anymore." of state age ranges enrolledto Indeed, realitychildren from in thenursery 50 percentage percent school ages to characterizehavenectedcombination labeled structure the "deadof ongoingmany of fish"knowledge." separate andwork "sidewalk of ideas practitionersThese (particles) glue," two examples, respectively,and in researchers an intercon- which aptly inI numberpre-primaryindustrialized69 percent. of children Although education democratic in the preschoolfor Unitedcountriesthree- toStatesdaycare five-year-olds, in its lags provisionor fareducational behind the of actualpublic other set- ThreeWhyearly childhood mainNow? factors education. provided the impetus for the Forum on Early contributingbothnumberstings parentshas ofgrown single into two-parentthis dramatically parents tremendous andhouseholds in the growth.the workforce past are 10 among years. participation the Increased factors of studentsschoolChildhood(1) increasing program; to beEducation science numbers(2) widespread literatein Mathematics,of children if they agreement areare Science, enrolledto succeed exists andin on somein Technology: thetoday's type need ofrap- for pre- enceMassachusetts,in Idaho in the to types more New of than care York, State$70experienced and per spending Vermont. child by inforpreschool Predictably,Alaska, these programs children Connecticut, the isdiffer- varies con- from $0.24 per child Thesetechnologiesmathematics,idly changing factors opens areandworld, discussed technology; up yet myriad few in preschoolthe possibilitiesand following (3) the programs growing forsections. preschool address number learning. science, of new ineducationalsiderable. Fordaycare many For settingcentersothers, some withhowever, orfamilies, private highly the preschoolqualified homeslicensed pre-primary professionals care experience takes or unlicensed place in takes charge. in anplace 15 JOHNSON workerwhere workers turnover are is high.poorly paid and largely untrained and where thereis a sense is a commonthat the literacy perception people that got the there language first. Inarts other play words, a pre- time,oflonger preschool there solely is childrena a family, need toin private create"public"It is endeavor. someclear settings coherencethat With thefor extendededucationincreasing in what periods ofchildrennumbers preschool-age of children is no mathematicsaddressdominant this role issue. andeducation in early science. It focused childhood in Thethe on preschoolforum theeducation, need was cur-to convened toplace the exclusionscience in part and ofto ofence,placeevenlearn. concern mathematics,Yet high-quality lessto us common all andas they preschooltechnology. are arepreschool the education funire The programs welfare of isa democraticfar ofthat from our include children common- society sci- is intellectualthatriculum each anddevelopment subject on the plays need ofRecent thein to the child.consider findings cognitive the regarding roleand the relatively poor ConferenceThisThe concern Literacy participantswas Peopleone of the Got carefully principle There documentedreasonsFirst this forum the long-term was held. "preparedness"concernsininternational mathematics and raisedand performance "readiness"and anew science questions of of American haveour young aboutheightened students peo- the potentialnomiccation.benefitseducational systems In beneficiaries part, have shifts resulted andin of this high-qualitysocialof incountry's more high-quality children preschoolsocial, being political, preschoolprograms. "available" and Foredu- eco- as a formalmathematics,parentsple as theyeducation, done enter science,all theyschool.that is,andcan atHave technology dopreschool? to educators, set the at stagethe communities, earliest for success levels and ofin varietyminimalemphasize of reasons, attention mathematical, however, in earlyEducation scientific, childhoodeven high-quality inand educationmathematics technological programs programs. and learning. do science Therenot has long been given aboutandnumber technology the of predispositionquestions education relatedThese ofin to youngearly concerns the topicchildhood. people allowed of science, to Whatlearn participants mathematics, doscience we know in and the forum to articulate a 16 2 4 DIALOGUE ON EARLY CHILDHOOD SCIENCE, MATHEMATICS, AND TECHNOLOGY EDUCATION eight?mathematics What mightconcepts we needand theories to "unlearn"? between How the do ages we ofmeasure three and the mathematicsskills, the conceptual and science frameworks, learning. and the social aspects of concernsquestions,success"success" to with arenasraised of intellectual our againstother efforts? than thecompetitiveness Howthosebackdrop doin whichwe of import ourin they an social international andare piloted?andexport economic models arena,These of WhattifyOne andDoimportant illuminateWe Know? outcome what of thethis varied forum constituenciesis that it helped alreadyto iden- Awere third Theanother factor Seductive motivating that Computer prompted force behind this conferencethe forum. relates to the significantlyRethinkingknow about affects Children'sseveral early seemingly childhoodConceptual disparate education. areas, each of which settings,gies.readytransformation In availability documenting Douglas of Clementsof intellectual computer the availability states and inquiry thatother of the computers broughtinformation computer about in topreschooltechnolo- studentby the science,Math,Davidand Theoretical Science,Elkind and technology points and Abilities Technology" out are in adult "Educating abstractions. (page 62) Young that Nevertheless, mathematics, Children the in inlearningTheratio particular, questionchanged in general, but isfrom norather and 1:125longer howin mathematicalin whethercomputers 1984 to computers 1:10 can and inand scientific 1997 should can (page assistlearning be used92). in worldaalwaysdirectly way of of engagedthe experience thinking, child in is, aefforts these wayin fact, of toabstractions. beingmake replete insense the with Moreover,ofworld. theopportunities world. The children challenge Science to are is allwithchild-friendlyand to to which consider what young end. computerthe The childrenvarious presence software waysuse these of that innew technologies,mathematicsandcomputers technologiesincluding can prompted foster the ease the us Sperrylearnthinkingto find and theSmith inexpands meanssuch suggests a children's toway encourage thatin "Early concepts enhances mathematical Childhood and children's knowledge. Mathematics," and readiness scientific As Susan to (- 17 r JOHNSON knowledge(page 87) of the science teacher's and taskmathematics. is to help children "re-invent" their whatIn addition, children Gelman actually calls do our and attention what children to the difference can do, i.e.,between their cognitivemathematics,the abilities psychology of more very recent young suggestsAlthough work children that grounded in children theto understand past in are developmental educational indeed science capable research and of has cast doubt on child.matinglycapabilities. New Indeed, theand cognitive, Clements),Similar she claims to conceptual, other Gelman that contributors the cautionspurpose and theoretical to ofus thisher to avoidforumpaper abilities underesti- is(especial- to ofshat- the recentumentsinconcept-based Preschool research: this new Children," theoretical approach. (page learning.She 50) identifies Susan In "Concept Gelman four key carefullyDevelopment themes fromdoc- thatuseprovidester "several ofchildren's concepts evidence myths concepts to aboutthat expand shows children'sare knowledge heterogeneous "that earlyeven via preschoolconcepts" inductive and do children(page not inferences, undergo57). make She Children'schildren'simplicationsbothConcepts reasoning.areearly tools concepts andpositive as are such notand have necessarily negativefor powerful concrete hasage....Children'sceptsqualitative been incorporate traditionally shifts concepts during non-perceptual assumed..." development, are in fact (page far elements andmore 57). that sophisticated children'sfrom a young con-than areas,Children'sabstractcapableor perceptually across ofconcepts. conceptsreasoning individuals, based. are about Even not or across uniform non-obvious,preschool tasks. across children subtle, content are and ordertial of reasoningto the computera enhance toolDouglas thethat cognitive Clementsfacilitates and raises abstract intellectual similar and issues higherdevel- in relation to the poten- areaboutChildren's inaccurate, the world. concepts their To reflectconceptionsthe extent their that emergingare children's also biased. "theories" theories complexnateseffectiveopment the computational of mannerin very relation young in which toactivities children. mathematics children previously (See use reasoning.page the thought92.) computer This Clements to is be toparticularly beyondengage illumi- in 18 2 DIALOGUE ON EARLY CHILDHOOD computerstheir reach. are Depending housed and on the the manner spatial in arrangements which they are in usedwhich in SCIENCE, MATHEMATICS. AND TECHNOLOGY EDUCATION approachyoung children in educational and their philosophy, teachers. Moreover, which places the "constructivist" the child at the becausereasoningcooperativethe classroom, ofhis and process beliefinquiry.computers thatin theClements, is can theeducational alsofoundation however,facilitate effectiveness of the insuccessful spite collaborative ofor of scientificcomput- perhaps and shouldfuelauthoritariancenter the notof misconception the occur roleeducational at of the observer, early that process sciencechildhood facilitator, and and levels. themathematics even teacher Science "outsider," in instructioneducation the non-may temporaryarter technology, of teaching researchers: cautionsand learning, We usThus, knowthat not the technology thethat forum other children revealed way serves are around. capable thein a science public of more wayand the findings of con- children.based,figure.has long teacher-centeredHowever, been While teacher-centered, earlyresearch childhood instruction on effective with educators is theinappropriate teachingteacher know as that and forthe authority- preschoolauthoritylearning alsonologicalresources,than know we hadproducts we that canpreviously mathematics provide that will very thought. further and young science develop We children knoware their toowith that,abilities. often inviting given absent Yet tech- the we in sciencehasrefutes led the educationmanyto notionyoung educators ofeschewchildren. teacher-as-authority toit, Oneabandonthe image of our the persists. challenges,and concept new This approaches of perceptionthen, teaching is to earlyMathematicsRethinking childhood Early settings.and science Childhood education Curriculum are given short shrift in the ThoserethinkTeaching least both likely science the to Teachers be education educated andin mathematics preschool curriculum. and science are mal,andsciencepreschool mathematics too at abstract, thiscontext. age have andlevel In tooaddition,been seems theoreticalin perceived counterintuitive education and short, presentedin mathematicstooto many. hard as forSciencetoo veryfor-and oftentionalcareironically settings. express background the anNotones aversion only mostof early is likely tothere mathematicschildcare toan be extraordinary in workers, the and classroom science certified range and or in inteachersare educa- child- con- JOHNSON Juanitaly,cerned noting Copley about that and their "few Yolanda abilities professional Padrón to instruct addresses development in these this areas. issue programs The specifical- paper focus by context,sizeand Reggiothe roleprovocateur. Emilia.of the teacher For As theone as most offacilitator, the part, presenters these provider approaches said, of these appropriate empha-models thatathood"specifically least(page for on120). certifiedmathematicsForum teachersgeneral and participants science conceptsscience discussed courses in thisearly issue in child- col- at length and concluded arewayschildrenencourage encouraged to get learn"unstuck." children to best handle byThe to doing. get objects,models "stuck," Within are observe grounded then this helpandframework, inpredict them the belief to results,"children discover that ofFoundationscienceleges general and literacy universities education project in mind. funded classes need At earlierto mywith be own redesigned specialin thisinstitution, decadehands-on with aled mathematicsNational lab to componentsthe creation Science and tiontodrenhear learning andtomore develop use traditionalscientific language, ideas." "habits Thisandconceptions collaborate approach of mind," aboutseems witheven adults scienceespeciallyas it calls and education, conduciveolderinto ques- chil- estingly,forumthatogy,for prospective physics, these science and classeselementary chemistry is ahave way teachers. become ofepitomize being, almostThese thinking, the coursesas ideas attractive and expressedin biology,doing. to non-edu- Inter-in geol- the mentingofwhich observing place and the recordingand teacher documenting Implicitlychildren'sin the role children's or"talk"as of explicitly, authority. workincludinga way all ofthe discovering models docu- emphasize the importance morebecausecation traditionally majors they are as easy. theydesigned areRather, to science those they classesseeking enliven have certification,science been inunable a way and to that do.not anduresPrograms"how sciencethatchildren can by education assess learn Chittenden best.the andeffectiveness "Science andadvocates, Jones Assessment ofidentifies as programs most inassessment a varietyEarlyfor mathematics Childhood of experts meas- tion,long-standingSeveralGood including presentersPractice modelsMontessori, from of goodthe Highscope, forum practice remind Creative in early us that childhoodCurriculum, there are educa- many mathematicsprovidesdo, the usefurther ofand multiple models scienceIn measures. of"Early education. good Childhood practice Smith in takesMathematics,"early uschildhood into the Susan Sperry Smith 20 28 DIALOGUE ON EARLY CHILDHOOD SCIENCE. MATHEMATICS. AND TECHNOLOGY EDUCATION priatelyplesworld of of how and the earlyclassroomeffectively mathematics and in the provides handseducation usof withknowledgeable can tangible"work" appro-exam- and EffectiveityReproducing preschool education educationalSocial cannot Inequalities occur programs as long in remainsEducational as access inequitable. to high-qual-Programs Even WeaccomplishedBarriers have seen and thatteachers. thereObstacles are examples of good practice. There are educationfamilies"...Onlythough research 45and[are] percent illustrates enrolled indicates of three- in the early the benefitsto need five-year-oldschildhood to accruedinvest programs, in from whenearly low-income comparedchildhoodwe do, scienceofbelithalso their emerging about andconceptual mathematics. the paradigms limited and theoreticalabilities New that callcomputer of intosophisticationvery question softwareyoung children previously furtherwith respect inencour- terms held to Yarbrough,withdrenFoundation 71 dopercent not page citedparticipate from 32-33). on their page inhigh-incomeStatistics 33early "reveal childhood from that counterparts" thea largeprograms." Annie portion E.(Day CaseyFurther- of and chil- generatedagesperedcollaboration scientific somewhat by the thinkingpromise and by cooperation. the of realityand this doingreflectionresearch of Nevertheless,making and themthese and availablemodels the synthesis, excitement is totem- all of childrenpageeducationmore, 33). "...the who variesKeep arerange greatlyactuallyin mindof financial from in that relatively state these investment to datastate"formalized only (Day in earlypertain earlyand Yarbrough,childhood childhood to those FirstourTeacher nation's we need children.Preparation to teach What the areteachers. the other Mathematics, obstacles to science,our success? and lackenrollededucational any structured in programs.daycare educational programslicensed TheyNew remindsdo component.not account us on pagesor for unlicensedthat those 141-142 children that education, albeit inad- anxietiesunlesstechnological teachers in these education are areas. appropriately of our preschoolers disengaged will of theirnot take fears place and EST COPY AVAI1A LE g Padreoningvertently, system argue reproduces of economic that these social inequity. inequities and cultural On are pages systems, further 118-119, exacerbatedincluding Copley the by exist- and the JOHNSON drenincreasingly in the American diverse cultural educational and languagesystem, the backgrounds lack of teacher of chil- pre- WhatSupport needs to forbe done? New What Initiatives kinds of initiatives deserve support? whereofparedness facility to begin. to with teach mathematics in theOur face sensitivity of and this science. diversity, to diversity One and has mayteachers' to actually wonder lack perpetuate educational AlthoughMaterialsSeveral manypossibilities Development of the emerged resources and from neededDissemination the work for science of this forum. and math- ties,responsibilitiesturalinequities. thusbackgrounds, closing In our to doors effortscreate and towell commonto respect bebefore fair, difference, bodies highto acknowledge school of knowledgewe to may those multiple abdicate whoand abili- mostcul- our Allmanipulatives,theematics children child, education scores would and of benefit are existingcomputer available from curriculum software effortsin the naturalmaterials, enhanceto environment this mathematics learning. of longofics,need all because beenthemgroups, theopened of ought greattheir (see to ubiquitousdividers. be New, the greatpage The presence equalizers.143).need inScienceto thereverse Instead, daily and thisexperiences mathemat- they trend have is providesResourcesU.S.disseminate Department a Information resourcethese ofmaterials Education's bank Center morefor (ERIC) teachers Educationalwidely. already Theand thatprograms,apparent, work and tofinding reachmore ways pressingchildren Providingto successfully thanon a ever. larger access replicate scale, to high-quality and pilot overcoming programs early childhood education increasingiaritytoparents. existing with Linking theresources, the technological materialsearly increasing childhood available,literacy their personnel of famil- earlyand nearareaspresentthe anxieties future. should the greatest receive that teachers obstaclesconsiderable themselves to success attention feel in and thistoward resourcesdomain. the subject These in the enhancewithpractitionerschildhood their preschool practitionerspeers to use via efforts onlineonline are in alldata studymathematics worthy sources groups endeavors. and and could toscience communicate significantlyEncouraging literacy, DIALOGUE ON EARLY CHILDHOOD SCIENCE. MATHEMATICS. AND TECHNOLOGY EDUCATION as practitioners.well as increase the technological literacy of those same maticsteachers and see science themselves are too as unable,hard, then if they we will believe never that reach mathe- the puttingPractitionersCollaborations the research attending Between scientists the Researchersforum in charge.warned and Instead,against Practitioners thethey dangers suggest- of Sciencenation'sfirst national governors: and AssessmentEducational "All children Goal as come defined to school by Congress ready to and learn." the recountfruitfulcareed that employees providing theresults. successes Beginningto opportunities work of severalside-by-side on page forexisting academics 123, could programs Copley produce and andearlythat the Padrónengage child- most assessearlyimplicationsWe would childhood our effortsdo ofwell K-12education to to impart support standards andthis research 2)content in determine science efforts to very and appropriate that young mathematics 1) examine children. ways thefor to furtherexchanges.universityearly elementary explore Wefaculty andshould school foster in attendwhat educators,such appearto "side-by-side" the practitioners' prospectiveto be highly initiatives. teachers,warnings productive and childhoodGivenFinal the Words grosseducation, inequities initiatives in the that provision benefit ofthe high-quality most needy earlyfam- hoodGeneralScience educators education and Mathematics to initiatives overcome thatGeneral their can anxieties help Education prospective about science early child- and settings.formentilies the must and success evaluation Numerousreceive of initiativestop measures, fundingadvantages and priority.it programsis difficultexist Even in that tothese with sort occur thesettingsinout in bestthe privileged reasons assess- the thesesciencefrommathematics thissubjects education forum are is than worthythe of thecornerstonepreschool needof support. to teachers. enhance of Nothingchildren's theTheir mathematicsis success.morepreparation apparent If and the in work,physicalchildrenthe weteacher/student environment,will themselves. only enjoy ratio, theWhile true superiorand success it evenis encouraging education inwhen the priorthese ofthat experiencesprograms the some personnel, programs reach of the JOHNSON theacrossReferences most economic disadvantaged and social circumstances. lines to serve teachers and children in Day, B., and Yarbrough,programs2061,mathematics, T American (1998). in America: The andAssociation statetechnology Challenges of early for education. the childhood for Advancement the Washington,new millenium. of Science. DC: Dia- Project Bowman, B. (1998). Policyington,childhoodtechnology Implications DC: science, in Project early formathematics, childhoodMath, 2061, science, American and education. technology and Association Dialogue education. on for Wash-early the tiontechnology.loguewhen for on the andearly AdvancementWashington, how childhood children education: DC: of should Science. Project learn &pert 2061, science, research American mathematics and Associa-views on and Chittenden, E., and Jones,Advancementematics,childhood J. (1998). and programs. of Sciencetechnology Science. Dialogue assessment education. on earlyin early Washington, childhood science, DC: Project math- Elkind, D. (1998). EducatingAssociationtechnologytechnology. young education.Dialogue childrenfor the Advancement inon Washington, math,early childhoodscience, of DC: Science. and science, Project mathematics,2061, American and Clements, D. (1998). YoungWashington,early2061, children childhood American DC: and science,Project Associationtechnology 2061,mathematics, Dialoguefor American the Advancement and on Associationtechnology of education. Science.for the Gelman, S.A. (1998).Association Conceptnologydren. Dialogue education. development for the on Advancement early Washington, inchildhood preschool of science, DC:Science. chil- Project mathematics, 2061, American and tech- Copley, J.V., and Padrón,Advancementmathematicslearners: Y. (1998). Professional of Preparingand Science. science. development teachers Dialogue of of youngon early early childhood childhood teachers science, in New, R.S. (1998). Playingearlypreschool fair childhood and mathematics, square: science, Issues mathematics, science, of equity and andtechnology. in technology Dialogue education. on 24 3 2 DIALOGUE ON EARLY CHILDHOOD SCIENCE, MATHEMATICS. AND TECHNOLOGY EDUCATION AdvancementWashington, DC: of Science, Project 2061, American Association for the Smith, S. S. (1998). EarlyAdvancementWashington,early childhood childhood DC:mathematics.of science, Science. Project mathematics, 2061, Dialogue American andon technology Association education. for the

25 DIALOGUE ON EARLY CHILDHOOD SCIENCE. MATHEMATICS. AND TECHNOLOGY EDUCATION FOR A CONTEXT LEARNING Ign COPY AVAHABLE 3 4 DIALOGUE ON EARLY CHILDHOOD SCIENCE. MATHEMATICS. AND TECHNOLOGY EDUCATION MheBarbara State Day and1of Challenges TracieEarly Yarbrough Childhood for the Programs New Millenium in America: comesWhenWheregy and inranked Are firstexports, inthe among many GrossChildren areas.other Domestic industrializedAmong And Product,Who's these are thecountries,Minding military number Them?technolo- Americaof million- andAmericaControlDefense last in ranks protecting andFund below Prevention, [CDF] our average 1997).children the in According deathmath against scoresrates gun to ofamongviolencethe American Center 41 (Children's countries for children Disease Whenbetweenhowever,aires ranking and richbillionaires, America the and factors poor doeshealth children related not technology rate toand the so in welfare high.infantand defense Inmortality, of the our expenditures.income children, America gap childrenratesunder of 15 25 (CDFmurderedas other a result 1997). industrialized in of the firearms 26 countries countries. are far combinedhigher Three than out were theof every combinedAmerican four standardsrateranks of 18th; children among 17th bornin the efforts withpoorest to low-birth lift one-fifth children weights; of out children. of and poverty 16th In addition,andin living in its Nationalmanyyoungsters begin Education in school physical Goals ill-preparedThere danger, Panel are but a(1993), tovariety contribute learn. several of According circumstances to factorsthe fact to have that the that not only place our NorthdoctoraltheBarbara University CarolinaChapel Dayassistant is of professor Northin curriculum CarolinaChapelHill. and chair, and instructioncurriculum Hill. Tracie at and the Yarbrough instruction, University is ofata Amongtryandplaced receive physically, these about littleare one-half insufficient as or almost no prenatal of 25 ouropportunities percent care.youth Inof at addition,all risk to mothers develop of schoollarger in mentally this numbers failure. coun- 29 35 DAY AND YARBROUGH factswhichof single-parent about translates American intofamilies some children have Inchildren March (CDFplaced having1997, 1997). strain theproblems Theseon Children's the statistics family at school. Defense unit, are Fund released 20 key Thesecondsed neglected Need (CDF orfor 1997).abused Early every Childhood 10 seconds, Education and is arrested every 15 including:illustrative of the severe problems facing the youth ofchildhood, America,1 in 2 will live with a single parent at some point in Thesebefare done statistics of our to childrenprotect should our affectscreate youth concern the from future forsuch of all usmisfortune. citizens, all. Something as theIn order wel- must to high school,1 in 54 livesis born in poor,ato family a mother who who receives did not food graduate stamps, from andtionmade,combat well-being.in particularlythe such early problems, Expertsyears at thecan largein early have early investments childhooda childhooddramatic level. effect ineducation education A on strong a child'stell must educa-us thatlife be 1 in1 1214in 78haswas hasis aborn born nodisability, healthto at alow teen insurance, birth mother, weight, exploreto"in getuse the the along languagefirst world three with withoutas yearsothers, a tool of fear" how oflife, learning tochildren(CDF resolve 1997).and learn, disputes persuasion, In or addition, fail peaceably, to and learn, brain how howhow to The Children's Defense Fund urges citizens to take prenatalaction1 in in2521 care, light livesis born and with to aneither mother parent. who received late or no drenandtainedresearch Copple who throughout participate reveals 1997). life thatThe in are high-quality mostPackard formed of the Foundationduring connections programs childhood reported in that the (Bredekamp earlywill that be years chil- main- Americanreportedof these staggeringin child the drops facts out aboutof school America's every eight youth. seconds, Other isstatistics report- CDF Yearbook include the inexcusable fact that an hoodlikelyare less education to likelyparticipate to is need the in High/Scope actsremedialProbably of juvenile education the Perry most delinquency Preschool notable later on study (CDFProject.and areof 1997). theThisless benefits of early child- 30 3 6 long-termDIALOGUE study of 123 ON disadvantaged EARLY CHILDHOODblack youths began SCIENCE, in 1962 MATHEMATICS, AND TECHNOLOGY EDUCATION than those in lower quality classrooms." The study also revealed tionpreschoolwereand isat divided all.continuing educationA number into twotoday. andof groups,variables the At otherages one were threereceiving group studied, and receiving nofour, including preschool these high-quality childrenthe educa- chil- shipsandpositivethat their with children self-perceptions teachers them." in These arehigh-quality more factors and likely attitudes all preschool tocontribute have toward warm, programs to theirincreased open childcare, "have relation- readi- more. whoofcriminaldren's employability. received abilities, behavior, a attitudes,high-quality Theparticipation results academic preschool through in welfare achievement, ageeducation programs, 19 showed completedinvolvement and that patterns those high in documentedCentersness for 1995).school research (Cost,Aside Quality,indicates from and that preparing Child a number Outcomes children of other in for Childcare benefits future school years, well- schooledmore fewer at frequently, a highertimes for rate, held criminal attended down acts, jobs college andat an needed orincreased job-training public rate, assistance programswere arrest- less can(Bridgman be reaped 1989;from high-qualitySmith et al. 1995): early educational experiencesSocialA safe problemsand caring such environment as violence is and provided delinquency for children. among schoolcluded(Weikartfrequently thatprogram 1989). thethan children A had thoserecent fewer who whoassessment criminalparticipated did not of receivearreststhe in students the and suchhigh-quality atearned ageeducation 27 more con-pre- Children'sGoodschooljuveniles, health failure teenagesocial, and are nutritionalphysical, prevented.pregnancy, emotional, practices welfare cognitive,dependence,are promoted. and and preschoolovermoney these than educationstudents' their disadvantaged lives, (Smith $7.16 et al. is counterparts. 1995).saved for each It dollaris estimated invested that in thereforeWelfareFamiliespsychological recipients arebecoming strengthened. development are more given self-sufficient. is an fostered. opportunity to work, pre-mathematicsschoolters study classrooms (1995) skills,displayfoundThe and that Cost,greater have "children Quality, receptive more inadvancedand languagehigher Child quality socialOutcomes ability skills pre- and in Childcare Cen- A strongpoliticsconcern educational as to well. educators Research beginning and indicates parents, for young that but "early tochildren those childhood inis businessnot educationonly ofand DAY AND YARBROUGH providesis critical members to the nation's of the next future generation economic of workersposition with because a solid it failure. According to BowmanChildren (1994), who are most born poor poor and are minorityat a greater risk of educational hispetitivewillfoundation 1992 ensure future address oftheir skills, economic success to competencies,the inNation'senvironment" a more Governors, technology-basedattitudes (Smith and President et. behaviors al and1995). Bushcom- that In homeerbatedchildren and byare those the at riskconflict valued for developmental thatbyChildren the exists school, betweenborn failure. she to poorcontends.the This behaviors families problem arevalued is exac-burdened at with inadequate cationtostated theschool Goals thatGoals ready "by for Panel the toAmerica's learn."year was 2000, identifying InChildren fact, all childrenone issued theinitiative need inby America the tothat Nationalincrease was will central Edu-start this poorchildpoverty.resources parentscan It cost asis estimatedcanwell a familyobtain as the that $4,000is many inadequate a year other(CDF of childcare problems at1997). Thefor associated just childcare one young with that best. Many of the child- country'sBarriers(Seefeldt investment and to High-QualityGalper in 1998).high-quality Experiences early childhood education Participationthancare centersinstructional serving Rates institutions. the poor function as babysitting services rather U.S.poverty.ManyPoverty children of In the 1994 problems lived it in poverty, facing today'sat that timechildren the largest are a result number of waS reported that approximately 15 million veryAshoodyouth if impressionablelow programsnever quality have amongat the all.years opportunity If educational isthe not lack ofto programsparticipatemoney does during in not early prohibitthese child- troublesome enough, some andpovertythen(Sherman $177 in almost for billion these 1994). three dollars children decades. in lowercosts It issocietyproductivity estimated thatand eachemployment year of between $36 million ofafforddentsthem three- from whoit. Consequently,to needattending, fi.re-year-olds the help long studies the waitingfrom most showed low-income arelists the thatdo. ones Inonly families general, who 45 percent cannot were stu- 32 3 8 DIALOGUE ON EARLY CHILDHOOD SCIENCE, MATHEMATICS. AND TECHNOLOGY EDUCATION fromenrolled their in high-incomeearly childhoodTable counterparts programs, 1 shows (CDFcomparedthe percentage 1997). with of 71 three- percent to five-year-olds enrolled variedthechildcare range greatly of(Seefeldt financial from and state investment Galper to state. 1998). in Accordingearly Before childhood this to Adamslegislation, education and dothatthein nursery notAnnie a largeparticipate E. school portion Casey inor Foundationofearly kindergarten children child- (1997). in 1993, These as statistics determined reveal by Five-year-old'eliilareniEfirolled inklietta'AT $0.24Sandfort per in child Seefeldt in Idaho and Galper,to more state than expenditures $70 per child ranged in Alaska, from SchbohorKindergarten comparablehood programs. in the Allnumber 50 states of seem to be fthrly PacificRegion Northwest: Alaska, Idaho, Oregon, Washington SchoolThree- toor Five-Year-OldsKindergarten (in Enrolled percent) in Nursery 56% percentagechildrenices. The receiving rangeto the fromchildcare largest the smallestisserv- 22 Northwest:Southwest: Colorado, Arizona, California,Kansas, Montana, Hawaii, Nebraska,Nevada, New North Mexico, Dakota, Texas Oklahoma, 56%58%, inpercenthavepoints, such between ofprograms.and these all 50 childrenbut percent This four phenom- enrolled andstates 69 Southeast:Midwest: Illinois, Alabama, Indiana, Arkansas, Iowa, Florida, Michigan, Georgia, Minnesota, Missouri,South Ohio, Dakota, Wisconsin Utah, Wyoming 60% Actpassageenon and may At-Risk of be the due Family Childcare in part Support toLegis- the Northeast: Delaware, District of Columbia, Carolina,Kentucky,Maryland, South Louisiana, Carolina,New Jersey,Mississippi, Tennessee New NorthYork, 62%59% federalmatchlation, whichfunds money inrequires orderfor subsidized tothat receive states New England: Connecticut, Maine, Pennsylvania, Virginia, West VirginiaMassachusetts,Rhode Island, New Vermont Hampshire, 3339 EST COPY AVMLABLE 66% DAY AND YARBROUGH yearConnecticut, 1990 (Seefeldt Massachusetts, and Galper New 1998). York, and Vermont in fiscal recentlyconstituting reached a wait almost as long 28,000, as two the years. highest Florida's it has waiting been since list youth.ofdents the One participating country study havereported in fewearlyWhile by or childhood the noparticular programsChildren's programs, regions availableDefense have many Fundtosimilar areas their percentages of stu- withpriority1995,1991. special is manyIllinois given needs of to whomhad students(CDF approximately will 1997). needing never come protective 20,000 off the servicesstudents waiting andlist waiting becausethose in U.S.carehad(1997) no isDepartment indicatedchildcareparticularly thatcenters. of scarceEducation nine Other out in low-incomeof studieshas 55 foundcounties have that communities. shownin publicWest that Virginia schools child- The toAccording beQuality in satisfactory toof SeefeldtCare childcare and Galper situations. (1998), Evenmost childrenso, research are likelyindi- schools(approximatelyofferin low-income inpreschool low-income communities programs33 percent).communities than were Similarly, their offeredless wealthier likely only extended-day (16 33 counterparts percent)percent or ofto dents.vidinginadequatecates that Inhigh-quality thea andstudy childcare may of childcare even50 offered non-profit be harmful. and to far education and too All many50 states for-profit, to children all fall preschool short randomlyis, ofat best, pro-stu- patingschoolsenrichment in (CDF preschool programs, 1997). programs,Not compared only many do to financial students52 percent burdens are ofdenied wealthier prohibit such children from partici- opmentprovidesandchosen North childcare anda levelCarolina, learning" of centers childcare researchers (Cost, in California,quality Quality, found that and thatColorado,promotes Child"only healthy1 OutcomesConnecticut, in 7 centers devel- in income38education 1995states workingTexas and because the had Districtfamilies the more waiting thanof who Columbia lists35,000 needed are childrensimply hadchildcare waiting too on long. assistance.its lists waiting In of 1995, low- Inlist, carereceivedChildcare Teachers ratings Centers and of the 1995).poor Quality orThese Consequently, mediocre. of findings Care in are America,86 supportedpercent which of bythe indicates data centers from Who Cares? Child- 34 4 0 DIALOGUE ON EARLY CHILDHOOD SCIENCE. MATHEMATICS. AND TECHNOLOGY EDUCATION etqualitythat al. many 1989). childcare states The report's andare educationnot conclusions truly committedfor young follow. children to providingEarly (Whitebook education high- and childcare was a low priority for incomegrams.society This asfamilies a whole,means, should states among Inhave must order other access commit tothings, achieve to more services that gainsmoney students that for to address thesestudents pro- not and consequently for from low- correctionalgrams.outall thanstates. of every However,10 Twenty-nine times institutions.$100 that of stateamount states tax spend revenueson prisons less onthan and such 50 other pro-cents two-thirds of the states spend more alsodevelopmentBecauseonly include educational children's health and readinessissues, and health nutrition but tohas social-servicelearn, aservices. tremendous a complete concerns impact education ason well. musttheir statescationThethe4.5 commitment withsmallesttimesprograms the as greatestcommitment.much varies to implement money greatlycommitment per from high-qualitychild statespent as theto an state. 10 earlyaverage states The edu- ofwith10 theinbers, staff-to-student Childcare and teacher Centers ratio,wagesResearch 1995; the (Cost, level Smith also Quality, of showseducation et al. and that1995). Child ofhigh-quality staff The Outcomes mem-Nation- childcare is related to ingna,ondoesCommitment early andcommitment not Oklahoma childhoodnecessarily by toa statewere education.high-quality translate toin earlythe into Kentucky,top childhoodearly high third educationlevels of North states education of spendingCaroli- inexpress- thanratio(NAEYC)al 20for childrenfour- recommends and (Bredekamp five-year-olds that an andAssociation isacceptable Coppletwo adults 1997). adult-to-child forwith theNAEYC no moreEducation of Young Children andtermsthein personal1994, other14th, of butfinancialhand,respectively, income they were ranked commitment, per in incapita. the personalin bottomthe Nevada bottom but income one-third they and one-third ranked per Virginia, ofcapita. states 11thof stateson in sotheprogramsalso would skills recommends andofferensure qualifications staff the in itsprovision 1993 required Compensation of high-quality for specific Guidelines servicesroles. Doing thatand salaries and benefits commensurate with 35 41 DAY AND YARBROUGH staffthe effective (Bredekamp recruitment and Copp and le retention 1997). of qualified, competent appropriatement.fostering NAEYC the practice child's identifies (Daysocial, 1994):two emotional, dimensions and of physical developmentally develop- priorityTheandChallenges importance Caring Research forEnvironment of has athe quality shown Future: preschool that for Providingthe Our quality education Children of A early Safemust childhood become a 1. Age appropriateness. grow,attenddevelopmentallyandA predictable development develop,to what sequence weand appropriate characterizes know learn. of about growth learning howyoung young environmentschildren, children and Theprisonstooeducation ultimate great. and If affectsconsequences thewe doloss children's not of pay human of now, developmentpoor-quality capital we will (Seefeldt pay andchildcare later family and in servicestheGalper relationships. building 1998). are of 2. Individual appropriateness.differencesrecognizedifferences.practice Developmentally affirms the in Appropriate uniquenessthe that curriculum eachappropriate learning ofchild each and is child,experientialenvironmentsunique, but with also learning individual notreflect only andmostIn order these of America, to needs rise above should we must the bePreschool mediocreinsist considered on childrenincreased childcare if preschool have standards that different is programs prevalent of quality. needs are in from older children, theDevelopmentally following principles appropriate (Day learning1994): environmentsAppropriateexperiences are based onoffered curriculum to each stimulates child. learning in all algoing keytion:What, to indicators A be Guide superior.Why, for andof On-Site high-qualityKoralek, How of Supervision High-QualityColker, programs and (1995). Dodge Earlyin their First, discussChildhood book, the sever-program The Educa- needsLearningheartintellectual.developmental ofand developmentally experiences differences. Such areas: a child-centered arephysical,Developmental designed appropriate social, to approach supportlevels, practice.emotional, learning individualis at theand lectualshouldate." be Althoughdevelopment, based on the practice primary such that rolegrowth is of "developmentally education cannot isoccur the child'sappropri- without intel- usedevident.environment.amongstyles, as family the aThese guide factors backgrounds,Differences differences to informthat help instruction. amongshould andformulate children's youngbe acknowledged the children interestslearning are are and 36' 4 2 DIALOGUE ON EARLY CHILDHOOD SCIENCE, MATHEMATICS, AND TECHNOLOGY EDUCATION ofHands-ontunityLearning higher-order to activelyexperiences learning critical manipulate strategies provide thinking emphasizeand children skills explore as with theopposed materials. acquisitionthe oppor- to qualityto tending preschools to the concernhealthIn theirand themselves nutritionlist of recommendations, with of issuesthe student, of safety. Koralek, high- Colker, and Dodge manyronmentusingdoing.drill-and-rote allopportunities They promotesof their learn memorization. senses. through active for children The participation exploration Youngoptimum to see, children andlearningandfeel, discovery,provides hear, learn envi- smell, by facilitatetheir(1995) adult also quality caretakers. include in the the In preschoolExtensive needaddition, for program. researchstudentsparental intoinvolvementto feel how respected young helps children by to learn dictates that toIfesCurriculumtaste, learningpersistof manyand withtouch. isconcrete is relevant designeda task and and for torelevant children,are provide more learning theychildrenmotivated are experiences. morewith to learn. choic-likely programthe following (Day elements1994): should1. Throughout be fundamental the preschool tobe a presentedpreschool years, the in curriculuman integrated should format rather than in 10- Learninginlearning small groups,centers, isopportunities viewed aswhere opposedas integrated, arechildren presented to whole-group work and predominatelyopportunitiesindividually instruction. and toin throughthebecontentor 20-minuteplanned themes area.learning beingaround Instructionsegments centersdeveloped themes, for inshould eachwhichwith relatedsons.simultaneouslydevelop Units and math, integratedof studyscience, rather and thancurriculum and topic inliteracy discrete, work (NAEYC skills are segmented used can as occurto cited present les- in 2. Children in preschool shouldindividualselectthe children be activities learning are thatfree experience. supportto plan theirand y Anothermakingdegree indicator tosure which that of playthe a high-qualityenvironment areas are free preschool is from safe hazardous and program orderly.Day materials1994). is Fromthe shouldprogramlumsive,engaged mustlearning not inpurchased be dictateactive, seen activities. aswhatrather from more Thelearning thana thanpublisher. curricu- pas- a is appropriate This program for a given 37 4 3 DAY AND YARBROUGH 3. Spontaneous play, eitherinformschild. alone The instruction or teacher with othershould for each children, serve individual. as a faciitator who AmericanReferences Psychological and Bibliography Association. (1993). Violence and youth: 4. Because children comeprogramment.withis to a school natural one Play plan.another with shouldway different for and be young valuedto knowl-understand children and included to their learn environ- in to the deal Annie E. Casey Foundation.ington,chologicalPsychology's (1997). DC: Association Kids response,Author. Count: Vo1Commission State 1: Summary profiles. on Violence report of andthe AmericanYouth. Wash- Psy- Elementaryknownnewedge, learning concepts, and relevantSchool be andconnected Principals experiences,to them to (National somethingas citedit is important inAssociation Daythat is1994). that of Bredekamp,Bowman, B. S., (1994). and Copple, pan,TheAvailable challenge76(3). C. (1997). online of Developmentally diversity. at: http://www.aecf.org/cig-bin Phi Delta appropri- Kap- -ca,priate wereapIf wemust edliational the are begin benefitsto change with opportunities. of high-quality,the such state programs, of Whileaffairs developmentally special forall studentschildren care appro- shouldinshould Ameri- be Bridgman, A. (1989). EarlyNationalateChallenges practice childhood Association in and earlyeducation opportunities forchildhood the and Education forchildcare: programs. America's of Young publicWashington, Children. schools. Arling-DC: school,studentsgiven to changeS thoseinto-the who ifewwill are havemillenium financially to be equippedmade burdened. in theto Ifbe number we successful are toof takestu- in , Children's Defense yearbook.Fund.ton,VA: (1997). Washington AmericanThe state DC: ofAssociation America Author. 's of children School Administrators. programsgoaldentsthe will whoquality only thatreceiye ofbecomemeet the early the programs a criteriachildhoodreality throughoutlinedin whicheducational the in they thisimplementation participate.services paper. and Thisinof Cost, Quality, and ChildDenver.Evecutive Outcomes summary. in Childcare Denver, Centers. CO: (1995). University of Colorado at 38 4 4 DIALOGUE ON EARLY CHILDHOOD SCIENCE. MATHEMATICS. AND TECHNOLOGY EDUCATION Day, B. (1994). Early lanexperientialchildhood College education: teachingPublishing and Developmental/Company. learning (4th ed.). New York: Macmil- Smith, S.L., Fairchild,ington,childhood M., and DC: careGroginsky, National and education: Conference S. (1995). An investment ofEarly State Legislatures. that works. Wash- Koralek, D.G., Colker,for on-site forwhyL.J., the and andsupervision. Education how Dodge, of high-quality D.Tof Washington, Young (1995). Children.early The DC: childhood what, National education: Association A guide Weikart, D.P. (1989).social Q.ualityNumberSocial investment. preschoolWelfare Five. and Newprograms: the York: American A Fordlong-term Future,Foundation Occasional Project Paper on Seefeldt,National C., Education and Galper, GoalsWashington, A.learners: (1998). Panel. The Continuing DC: (1993). national Author. Building issueseducation in earlya goalsnation child- report: of Executive summag. Whitebook, M., Howes,National C.,EmployeeChildcare and Phillips, Childcare teachers Project. D. andStaffing(1989). the quality WhoStudy. cares?of Oakland,care in America: CA: Childcare Final report, Sherman, A. (1994). WastingBeaconD'ensehood education. America's FundPress reportBooks. Upper fiaure: on Saddlethe The costs River,Children's of child NJ: poverty.Prentice-Hall, Boston, Inc. MA: Willer, B., and Bredekamp,22-24.essential S. (1990). requisite Redefining for educational readiness: reform. An Young Children, 5:

39 pBarbara T Bowman Childhoodolicy Implications Education for Math, Science, and Technology In Early recognition,curriculaMath, science, for growing young and technology children. plants, and Asideare learning not from generally food counting, groups, thought number math, of as sternence,other reality,andsubjects. technology whereas In addition, youngis formal, children'sthe orderly,knowledge learning abstract, base is informal,andfor math,based rela- sci-in a neurosciencearethescience, establishedpreschool and technology confirmyears. long beforeNevertheless, the are importance school generally age,the rootsof givenand the recentof linkshort later between findings shrift competence during earlyfrom shouldmaketheless,tional, connections be how concrete, of interest best to andto tostructure the oftenparents, formal heavily earlyeducators, disciplines imbuedlearning and with is topolicymakers. important help fantasy. children Never- and teacherschildrenwhyexperience has andacquireso and little parents subsequent theirattention can knowledge enhance beenachievement. given it? of The math to limitedGivenwhat and and science theattention howconnection, or young is how not disciplinesanEven informal without throughor organized intuitive theirMath, basecurricula interactions of science, knowledge and instruction, andwith technology ofpeople concepts children and are inthings. formtheseubiquitous in our society. Barbarapreschoolsurprising T Bowman andbecause primary isliteracy president years commands that of thethere Erikson isso often much Institute little time timein during Chicago. left the for causementobserveThey (telephones, haveand physical effect.many phenomena, opportunitiesAlthoughtelevisions), some to andto use consider of to technologically themake concepts numbers hypotheses they drivenof objects, regardingform equip- are to DIALOGUE ON EARLY CHILDHOOD SCIENCE, MATHEMATICS, AND TECHNOLOGY EDUCATION experience),incorrect (presumably the process ofdue "doing" to their science immaturity and math and and limited using preschool,the disagreements kindergarten, are anddifferent the primary beliefs grades.about development At the core of and fiveyearstechnology are old. enrolled is well in preschoolestablishedFifty programs percentby the time ofthat U.S. childrenprovide children somewhat are between three the ages of three and TheorieslearningDifferences and of the ofDevelopment needs opinion of society. about howand children Learning learn and the content grams.acceptednationallyorganized As math, enforcedwithlearning childrenscience, experiences.preschool who or technology stay curricula, However, at home, norstandards the thereare amount there are in nocommonlythese and state qual-pro- or Thependulumtroversies,and methods"theory" orrnsionallyswings disagreementsfor teaching as one described theoryhave have drawnas or filtered wars, another adherents and into gainedprograms the intopreschool prominence. bitterhave madecon-field areandNevertheless,ity of aptparents children's to learn. and there createSomepreschool are ofsomeforces the experience coherenceforces that exert and is in pressuretrends extremely what thatyoung on helppreschoolsdissimilar. children frame Atas Constructivistmorepresent, children the most are Theory influentialenrolled in theoretical formal programs. position is often called teachbeearly briefly childhoodchildren reviewed and curricula how in this toThe teachpaper.in mostmath, it. contentiousThese science, issues and issueshave technology been in education bitter- will surround what to ownyoung"constructivist,"(understanding activity, children constructing or concepts) "progressive." knowledgethrough It emphasizes their the importance of as opposed to simply becomedefinedtion,ly contested but asconcerned increasingly the throughout years about between in preschool thediscontinuities century,three andeducation. primarily eight, in the and Early curricula in educators public childhood between educa- have is andobjects,Childrenbeing use told observelanguage, are correct encouraged and and answers predict collaborate results, byto handleothers. withhear BOWMAN vationsadults and and concerns older children are critical to develop in shaping ideas. the Children's learning processown moti- hurryingto compromise children their into potential. academic Concern learning, is often rather expressed than waiting about ly maketypeofsince information of engagementmistakes teaching to in and be ofunderstanding, processed learning.the learner Althoughare and itessential iscontrol important children characteristics of the mayfor pace adults temporari- and of totype this physicalchildrenFromuntil the this childreadinessdemonstrate perspective, is mature to learn theirformal enough in cognitive, school,learning to have which shouldsocial,laid a will solid beemotional, probablydelayed foundation. until andnot thetanceinencourage their mantle of own relationships childrenof ability adventure, to learnthink. with discovery, through othersThis perspective that meaningfulness,doing either and speaks toconfer have toand onconfidence the learningpleasure impor- AnotheroccurThe until Basic perspective, children Skills areApproach oftenat least called five or the six "direct years of instruction" age. or A secondor Thethat ofperspectiveRomantic drudgery View andstems monotony. from the "romantic" or "Rousseau" countingexpressed."learn"basic skills"by and rote"Children adding)approach, without can without learn focusesfully to knowingunderstanding perform on young the specific children'sprecise the skills ideasmeaning ability (such being astoof willviewinclinations.thought learn of young best to learn throughchildren.They best are exploration,when naturallyAccording following curious play,to this their andabout view, practicingown their children interests world what are and inabilityobjectsnumbertheir activity. whose wordsindicates Forquantity correctly, instance,that hecorrelates butor ashe heyoung has orwith she notchild each cannot mastered may number point pronounce the word. to relation- a setThis the of masterandvidualthey enjoying observe growthadult knowledge aroundformal pattern them.learning. of systems each Maturation, child,Forcing before is criticalthey childrendetermined are to ready to understanding prematurely by is the thought indi- understandingtoquentship acquiring between practice knowledge. numberof certain correct concepts,words responses, Drill-and-practice and if the ithowever, is number not a setsisprecondition, of considered objects.the stage Fre- key forfor 42 4 8 understanding.DIALOGUE ONTherefore, EARLY learning to count by rote, for CHILDHOOD SCIENCE. MATHEMATICS. children, nor do they have the same expectations regarding their AND TECHNOLOGY EDUCATION youngcounting,instance, children laysalphabet the can foundation andnaming,Advocates should number forlearn. of understanding this They facts, position consider etc.that identify numbers. such they learning abelieve limited set of basic skills adultschildrenown acquisition about have the fewer ofdisciplines, knowledge. opportunitiesAccording their parentsto to engage this andview, with teachers many knowledgeable low-income do not set and minority-group Ato fourthbeThe the Social-Context perspectivebuilding blocks focuses Perspective for solvingon the social problems. context in which math, sosuffers.high families expectations This can, perspective in forturn, their support Supportargues school forchildren's for learning, parent all of educationschool theseand their achievement.teaching/learning and achievement supports, theories is easily free,"science,thethese whichnature disciplinesand is technologyof certainly these has disciplines lednot are many the embedded. case. peopleare Thea part to Thebasic assume of empirical Westernassumptions they naturecultureare "cultureabout of and songslearnfound.rials, theand Children discuss conventions games, explorewith and others observe of and the playhow alphabetolder withand members whya andvariety things numbers of of their worktoys byfamily and or rote happen,mate- use in viewedownmeaningmust asfamiliesbe useful learned.of math, conceptsand Furthermore, science,communities. for andeveryday technologychildren Whether life orunderstand in asthese theesoteric contextdisciplines the subjects personal of their are approachtivemath, emphasis science, when advocatesand structuring technology of programs each concepts. perspective for Whatchildren. place differs on is their the rela-own notchildrentionsonly learn relegatedwith fromabout their different to thesefamily, school disciplines socialfriends, comes classes andthrough in the community and same children's ethnic way members.groups as early mainstream ofteninterac- Thus, do morekenProfessionalThe advocates "progressive" Developmentally organizations of moving theory. programsAppropriate have The beenNational for among Practicesyoung Association the children most View outspo-fortoward the 43 4 9 EsT COPY AVAIDIAMS BOWMAN "developmentallyEducation of Young appropriate Children practices" (NAEYC), (DAP), under has the probably rubric includingof Education the Nationaland a broad Council range of of Teachers professional of Mathematics organizations, and directsualdrenhad differences the teachers'are greatest taught. (and in influenceDAP temperament parents') reflects on attention what "constructivist"and andthe to pacechildren'show ofpreschool growth, theory individ- chil- age-and riculumisthe not National a model based Academy buton aa numberset ofThe ofSciences. principlesDAP of different perspective on whichfactors, has to been such select frequently as cur- the misinterpreted. It withandAlthoughrelated technologypreference abilities no explicit given andare learningincluded curriculumfor activities styles, as appropriateis that suggested, and are cultural meaningful subject math, differences. science, matter, to chil- mathas Unfortunately,agelaws and of to the prohibitscience child, and academicinstruction individual too often, content hasinterests, the been principlesin preschools. left and to maturation havethe Therefore,whims been rates.taken of dren,anddren practice. aswith opposed more thanto having 100,000The themNational members, learn Association primarily has actively throughfor the dissemi- Education drill of Young Chil- questionsprotestedandchildren's developmentally this thatinterests resultare more ratheras appropriate polarizing fruitfully than being seen "intoprogramming. cultivated aseither/or both/and." bychoices NAEYC thoughtful The manyasso- has endorsedpracticesorganizations.nated this hasby position thefound The National broad toconcept its Associationacceptancemembers of developmentally and in of allied Earlyto other fields. Childhood professional appropriate It has Spe-been generalrectciation this haspublic. impression sponsored among a number teachers, of initiatives administrators, designed and to cor- the itationcialists isExceptional consistent of in Elementary state Children'swithDepartments the School recommendations Early of Principals, Education,Childhood ofandDivision.the state Nationalthe DepartmentsCouncil Furthermore, Associ- for Ataboutchildren Changesleast somethe is future generated inof Math,the and heat thebecauseScience, about educational howadvocates and and needs Technologywhat have ofto different teachcitizens young beliefsof the -44 5 0 DIALOGUE ON EARLY CHILDHOOD SCIENCE, MATHEMATICS, AND TECHNOLOGY EDUCATION world,dramatic21st century. its shift resources, Thein how last and people quarter their organize relationshipsof the 20th their century thoughtswith one has aboutanother. seen the a Mathematicsnewmath. problems. NCTM (NCTM) For criticized instance, published traditional the National high curricula standards Council as being of for Teachers preoccupiedteaching of revolutiontrialdigmThe transformation Revolution.shifts are: that took Among in place thinking during the ischaracteristics comparablethe Commercial to earlierof and this Indus- para- new withgradesproblem,matical computation thatinsight, they mathematics contend, andreasoning, rote isactivities does thatand young problemnot and make childrenfailing solving. much to learn fosterAsense more in mathe-theand serious early they hardwareincreasedusethe reorganizationof high-powered andacress software, to ofinexpensive computers;knowledge worldwide audiovisual systems computer through and networks, computer the encesthequestion National are their similarly Research own abilityambitiousThe Council Americanto understand for of the the Association achievement National and learn. Academy for of the young Advancement of chil-Sci- of Science and newcalculators,theand useinteractive modelssymbol of old etc.);for systems systemstechnologies; understanding and (computer in new theways programming) world (word (artificial processing, and Asunderstandingdren with and the also NCTM focusas the standards,onprimary problem goals content solving, of early ranges direct childhood over experience, an education. extensive and newMany demands professionals on their in math,disciplines science, in theand postindustrial technologyintelligence envision world. and problem simulations). nologystandardencourageslist, including by focuses giving observation physical, onthem helping first-hand andbiological, simplestudents experience experimentation.and connect chemical with science sciences,technological A and separate tech- and morestudentsgeneratedThey facilenow to and assumeinhave theireven a usebroader amore world of whatquickly rangein theywhich disseminated,of know, skills new and knowledgeand to knowledge,thereby be ready is requiring toquickly solveto be gyproducts learningtoolsadvocates to such extend how are as concernedzippers,to their perform ability coat that specific hooks,to children solve andskills problems learn can from openers.to use ratherpre-programmed computers Technolo- than simply as 45 5 1, BOWMAN shouldproblems be engaged and solutions. in meaningful They activities endorse inthe which idea thatthey childrenact as inemphasize preschool. basic skills and whole-class, direct instruction, even Implementingfromdoers teachers. and thinkers Programs rather than as recipients of information bergrade,accountability of ways.they have The pra6tices influencedfirstAlthough National focus early stateEducation on childhood kindergartenand local Goal programs standards, defined through in by assessmenta Con-num-12th strategies, and cernedPoliticianscernOver aboutthe that past and Americanthe quarter business quality century,children leaders,of education arethere in losing particular, has in beenthe the competitive increasingUnitedhave been States. con-edge fundingprogramsreadygress andtoallocations that learn," the serve nation's has at-riskfor energized governors, Head children. Start public "All have As supportchildren a risen,consequence, for willand pre-kindergarten comestates national to have school governments,dren.whoas compared often The Nationaltest to betterand children localGovernors in math fromschool and other Association, districtsscience industrialized than have Congress, American taken countries, up statechil- the qualityandaddition,increased various of thedaycaretheir states U.S. own andprograms. Department funding localities for sponsor of pre-kindergarten Health initiatives and Human to programs.influence Services the In assessmentTheingchallenge result children's is tostrategies, that improve performance, each schoolsandstate accountability has and by devised settingholding high itsschools measures. own standards, standards,accountable. Local assess- akindergarten,ed more in more stringent careful more kindergarten strictscreeningPressure age requirements, ofcurriculum. on children public schools before abilityParents totheygrouping, are improve enrolltargeted and programs in has also result- itschool hasresultedtake led districtsto achieve toin anew callare andtheir expectedto creativereturn state's to to goals.practices demonstrate traditional While in some thesethepractices, stepsschools, measures they which in will others have thegenerationtofor encourage educationGraduate literacy themprograms Equivalency to programs help (such prepare Diploma as as Parents well their as(GED) childrenAs instruction Teachers and for work school. in Missouri)obtaining training Two- 46 52 DIALOGUE ON EARLY CHILDHOOD SCIENCE, MATHEMATICS. AND TECHNOLOGY EDUCATION nately,have also these been programs connected have to proven early onlychildhood moderately centers. effective. Unfortu- In schoolin tune districts.with this In goal, addition, given children'sthe financial decreased constraints ability on tomany per- evidencewhoteacherssome are areas nottothat ofhold achieving retentionthe back country, children inat preschoolthe there normative who has results beenare not leveldespitepressure in socially better on performance mature parentsthe lack andand of dardsfaithform intraditional is new the standardsinadequate computationalAnother and preparation methods. deterrent skills hasof to teachers. implementingshaken the Preparing public's math and science stan- andtionsin kindergarten. interactive for promoting learning curriculaDespite and that andthe motivate overwhelmingmethods childrenthat fostersupport to activeenjoy of professional organiza- tionimplicationsforchildren teachers courses to meet of who,are the theoften themselves,change. new focused high Even standards are oncollege-level unsureoperations, is aof major thegeneral not nature challenge problem educa- and methods.againsthasscience built theand Whileupnew math in standards activities,therepublic andeducation a backlashteaching a.re probably professionalablesionalssolving. to implementwithout Preschool associations. a general theteachers, ambitious eaucation many programs background,of whom recommended are areparaprofes- even less by standardizedmentonemany is techniques.reasonsthe inadequacy tests for Asthis as the ofthereaction, currentresult primary of atassess- using leastway Street,andpresent technology. is opportunities still the The most groundbreakingThe forwidely youngmedia viewed havechildren television programtaken to uplearn by theprogram, our math,banner young science,Sesame of chil- early learning and also raisecatedmany children's curriculapublic schools scores.and teaching (and Whole-group, parents methods and direct legislators)that areinstruction more have likely is advo- most to of determining children's learning, Otherformatknowledgedren. Although televisionstill meaningfulrelies Sesame heavilyprograms, to Street onchildren rotesuch tries counting asin toeachMr. make Rogers,andprogram mathalphabet fit segment,and math naming. science and the 47 53 BOWMAN engagedratherscience than concepts in memorizeddisseminating into everyday facts. math Book contexts, and publishers science focusing ideas are on similarlyto meaning young drenincome (by families a gap of are 24 less percent likely to to 52 attend percent). preschool Head than Start other still chil-does as do mainstream children. Children from low- conceptschildren.naming intoAgain, alphabets, stories many andbut Thereof poems.manythese is books alsolittle embed evidencestress numbersrote that counting anyand onescience and television program, forservesnot childrenserve fewer all at-riskthanof the 20 eligibleis percent gainingFortunately, low-income of broad eligible theacceptance. three-year-olds. ideafour-year-olds of high-quality However, and chil-alsoearly childhood education throughdrenchildrenbook, whoor the knowcomputer are media, andexposed areprogrambooks, able to and to alonemultiple do. computers, However, can opportunitiesaccount as it well is for clear as what those thatto young learn chil-who scoresopportunitiescentereddren onjudged standardized programs to to be "learn "at-risk" tests, thanby doing." are schoolsin moreones Driven andlikelythat learningby offer to the participate wish multiple, centers to raise in fre- skill-rich low doarehave notmore knowledgeable have likely such to reinforcement.be well family prepared members for school and preschool than children teachers, who parentsclearerinquently low-achieving learning asendorse well as outcomes, drill-and-practiceschools the school prefer outcomes or such center. type programs that activities.Furthermore, can be because assessed Many programsthey parents by have the nitive,readyTheHigh-Risk first to physical, learn,"National Children implicitly social, Education and recognizes emotionalGoal, "All the healthchildrenimportance if willchildren of start good schoolare cog- to earlylivesthat doserve arechildhood not less childrenuse apt much educatorsto focus who math, comeon still science, these supportfrom disciplines. and families the technology notion Nevertheless,and of communities inproviding their mostdaily a sinceno,groupachieve and they childrenprimarily Nativewell are in less Americanarrive school. likely Some thoseto have low-incomewho at the school are same African already opportunities and American,some disadvantaged minority- to learnLati- placedirectgreater experience.of variety math, science, of opportunities Youngand technology children for children inshare the theirsocialto learn community's world through and perceptions of the 48 5 4 theDIALOGUE individual's relationship ON EARLY to them. CHILDHOOD There is probably SCIENCE, nothing MATHEMATICS, AND TECHNOLOGY EDUCATION current power relationships among people. They must consider social"inevitable" fabric of ourabout society. the way Young these children subjects can are learn integrated which skillsinto the themare "socially or, conversely, desirable" what and knowledge expected ofis skillspoortunitiesthe effect, children.and to intellectualplayfor example, Whatwith ideas seemscontent of whileoffering to and be providing betweenneeded middle-class is fewteacher-directed a balancesuch children chances between oppor- cur- for mindfulcontextthanexclusive to others.of that and teaching, institutionsmore In contemplating available policyrnakers tend to tosome theduplicate must peoplesocial be worldsingleChildrenricula thattruth"and may ischildren's availableopen learn to to all. own viewto Thea fewinterests math choice or andas isandone science ours motivationway to ofconceptsoffer. looking to aslearn. at "the the

49 OD Susan A. Gelman Concept Development in Preschool Children therebasedThis paper have on recent beenaddresses psychologicalmore concept than 7,000 development .research. journal Overarticles in preschool the written past 30children, on years, chil- areconcreteTheme capable 2. or Children's perceptuallyof reasoning early based.about concepts non-obvious,:-subtle,Even are preschool not necessarily children and-,, . dren's concepts or categories. Scholars are attracted by the oppor- Themeabstract 3. Children's concepts. concepts are not uniform acioss I aboutascharacterizetunity by theconceptsto understand practical early that thought? concernare fundamental directly How of determining relevantdoes theoretical it change to their how issues over lives children time?)(How and school-asreasoncan well we Themetheories"theories"content 4. Children's areas,are about inaccurate, across the concepts world. individuals, their reflectTo conceptions the or theit:extent;that across emerging, are.also:biased. tasksi, Children's. - be inghighlighted (including and mathematics, illustratedFour in biology, keythis themespaper. and physics).have emergedTheme from 1. recentConcepts research. are tools They and will as such have power- earlyviews education. of early concepts, andThese they four raise themes a variety contradict of issues some regarding widely held (but erroneous) MichiganAnnSusan A. Gelman Arbor. is a professor of psychology at the Universityandful implicationsnegative. of for children's reasoningboth positive chaoticfilledchildrenConceptsTheme were1: provide with Concepts unable objects, an efficientto categorize,as properties, Tools way oftheir sensations, organizing experiences andexperience. wouldevents be If 50 5 6 EDUCATION "blooming,tooDIALOGUE numerous buzzing to ONhold EARLYconfusion"in memory. CHILDHOOD In(to contrast use the to words this SCIENCE, hypothesized of William MATHEMATICS, AND TECHNOLOGY focus of the followingOne discussion. of these cognitive Induction functions, involves known how as induction, is the James),tionaltoremarkably speak, childrenexpressions, infants similar from form tocolors, earliestthose categories objects,of infancyadults. of animals, Beforefaces, form categoriesspeech theyand mappingshave sounds, even that begun acrossareemo- andbeyondconcepts Markman what foster is 1986, obviousinferences 1987). Bothor already For children example, known and adults(Careyif four-year-old use 1985; categories Gelman chil- to extend knowledge about the Unknown. mostmodalities children (see haveGelman begun 1996 a forvocabulary review). By"explosion," 18 months addingof age, vocabularyroughly nine (Carey new 1978). words Assumingeach day to that their suchleukocytescytesdren are inferencesinside told inside it, a newthey even them. fact,are when likelyIt such is importantthey asto that are anot toparticular notesupported that dog children by has outward leuko- form infer that other dogs also have aresuggestsmost adept new thatat words concept one- encodeand acquisition. two-year-oldHowever, concepts, concepts this fact do more than organize -children tively.weredrenappearances. sawlabeled Category a brontosaurus, asIn "dinosaur," onelabels and a outward"rhinoceros,"rhinoceros, appearances and and a "dinosaur,"triceratops, conflicted: respec- which The Gelman and Markman example items chil- in the world, forming analogies, making inferences that extend cognitiveserveinformation an importanttasks, efficiently including function in memoryidentifying for aThey range objects also of ly.whereasbrontosaurus theThen rhinocerosthat thechildren rhinoceros and learnedtriceratops andthey a newtriceratops arehad property members cold look blood of of themore the andbrontosaurus samealike warm category,outward- blood, and formance;elementsknowledgeto these of thus,more abeyond theory conceptscomplex whatMany canskills.is of already thesebe thought tasks known, areof as centraland the conveying building to school blocks coreper- triceratopstosaurustriceratops.respectively. and has When the They cold triceratops children wereblood asked likewere were the which dinosaurs, informed brontosaurus, property they that inferredwasboth even true the though that bron-of the it COPY AVAIRA LE 5 J 1 GELMAN othermore relatedclosely experiments resembled theshowed rhinoceros. that by 2-1/2The results years of of age, this chil-and throughknown information a process called to previously inductive inference.unknown cases allowssurfacedren base childrenappearances inferences to expand (GelmanonAlthough category their and inductionmembership,knowledge Coley 1990). can base, despite be viewedit alsoconflicting poses as positive because it childrenmembershipNamingalone.Such inferencesisto ansearch and important thus forare similaritiesguidingnot vehicle based induction. foron among perceptualconveying category Naming similaritycategory mem-leads icalsomePreschoolersately categories, proble'ms broad inferences. assuming, oftenfor young treat One forsocialchildren example, problem categories when that they membersasresults ifdraw they is inappropri- stereotyping.ofwere a social biolog- priatelyevenDespitetobers. children inThus, theconstrainchildren's bypreschoolthis at function least these ability years,preschool inferences. is to a use theyhighly categoriesage. do usefulnot always toolfor induction, available appro- relevantwithcategory1996). respect information(a A category second to ability problem that about or is occupation based statistical is that on young gender variation(Hirschfeld children or race) within 1996; atwill times a be catego-Taylor alike ignore fundamental,OnTheme many 2:traditional qualitative Non-Obvious accounts, shift with Conceptsconceptions development. are That said is, to children undergo a propertybefour-year-oldsry (Lopeztrue of known fiveet al. birdsdo 1992; to not be provides Gutheilseem true ofto a andonlyrealize firmer Gelman one thatbasis bird. a1997). ofproperty They induction For also knownexample, dothan not to a todichotomies,and theories1966), adults from are(Quine moving oftenconcrete 1977). said from to to abstract perceptualoccupy (Piagetopposite to conceptual 1951), endpoints or (Brunerfrom of varioussimilarity et al. kindsseem toof realizeinductions that that variabilityIn are sum, plausible. this in a theme category illustrates is relevantConcepts four important to are the used points: by children and adults to extend well-knownstrikinglypart because different "conservation children from oftenThese how error" do adultsdevelopmental seem studied reason. to byreason Piaget, For dichotomies in example, childrenways that areinunder are theintuitively appealing, in 52 5 8 DIALOGUE ON EARLY CHILDHOOD SCIENCE, MATHEMATICS, AND TECHNOLOGY EDUCATION leadssix or toseven a change years in of quantity age report (e.g., that concluding an irrelevant that transformation de amount of obviousstudying entities how three- across to afive-year-old range of topic children areas, including:reason about non- salientintoa liquid a taller, butincreases misleading narrower when container). itdimensionfor is simply Children poured example, appear from a theto wide focus height container on ofone a germs(Gelmanbodilyenergy andorgans(Shultz 1990; contagion such 1982); Johnson as (Kalish muscles, 1990); 1996); bones, and brains inthatthecontainerforgoing terms pastyoung severalof children their decades, outer, area deeper "prone perceptual, there conceptualto have accept phenomenal, been things analysis.many as theydemonstrations on-the-surface Throughout seem to be, mentaldissolvedinheritance1990). entities substances (Springer such as and1992); thoughts contamination and desires (Au (Wellman 1994); and alsuchcharacteristics" shift" developmental are inadequate (Flavell dichotomies 1977). However,(also Bauer as as the andan "perceptual-to-conceptu-account Mandler of 1989; what Gelmanchildren are capabk of doing, Althoughtolittle appreciate in thefor waymost that of of detailed,these these non-obvioustopics concrete preschool knowledge, constructs children they exist have have and very begun how actions.drenson,1984;1978; can (See displayGibsonNelson Theme 1977).abilities and 3, Expertise Spelke With that appropriately do 1983;and not Task appearMarkman Effects sensitive in their Across and -tasks, everyday Hutchin- Areas. chil- haveexample,they affectdisease-causing even other, three-year-olds more germs observable ,(Kalish have outcomes a1996). core understandingItand is behaviors.intriguing thatFor can cause illness and that foods may appear clean, yet still areingSee altogether appearances,also Gelman non-obvious. theyand Indeed, Baillargeonare Severaleven not able scholarsonly1983 to reasonare for have childrenextensive about recently capableconcepts discussion.) begun of that overcoming mislead- viruseshavechildren1998). not and areyetThat bacteriacapablelearned children ofanythingaffect are this open humanunderstanding about to reasoning physiology the mechanisms at about an (Auage these whenand by topics whichRomo they and 53 53 GELMAN ishedthat they knowledge do so with base, considerable argues strongly accuracy, that non-obviousdespite an impover- entities novicedomain problem-solvers of physics, found approach that expert word problems problem-solvers about physics and TheThemeare previous not 3: beyond Expertise section the illustratedcapacity and Taskof that preschool detailedEffects children. knowledge Across Areas is not a fromthatthequite task. dinosaur differently. novices Similarly, experts in They howChi, focuswho Hutchinson,they are on reason altogetherchildren and about performRobin different the (1989) domaindifferently features found of mansurprisinglyprerequisite(such 1994; as Wellman"germs"). forpowerful learning andNonetheless, effects someGelman on of cognition the1997). specialized core Twenty-five concepts (Hirschfeld knowledge in years a and domain can Gel-ago, exert task.explanations.dinosaurs; Even withinthey generate a domain,Conceptual a richer children set structure useof inferences different varies information andnot onlycausal by domain but also by ChitheymemoryChase (1978)are and nofor Simon betterdemonstrated the position (1973)than non-experts found of the pieces same that chessonin phenomenon theira chessboard, experts memory have in foralthoughchildren: superior digits. ingexample,(Deakin different pictures and children Bauercontexts, into groups, 1995,display depending 1996; dependingmarkedly Taylor on thedifferent on and task whether Gelman or strategies function the 1993). researcher for at handsort- For oring.isChild anmore In interesting chess these skilled expertsexamples, than reversal evennovices. experts ofoutperform the The are more effects not adult usualin generalare chessdevelopmental localized morenovices, intelligentwithin which find- the ("Seeteachesture?provides Canthis the the dax?you child standard findCan a newanotheryou open-ended findword one?")another and instructions asksor dax?") whether the (Markmanchild ("Seethe to researcher extendthis 1989). pic- it press).sophisticationdomain ofChi, expertise. Feltovich, varies markedlyRegarding and Glaser by contentconcept (1981), area development, focusing (Keil 1989, on too,the in the child's level of propertyambiguoustheySimilarly, are inference itemasked children versus forto providecomean when ambiguous up theyaltogether with are item theasked different thatcategory to has come responsesbeen labelup labeled with for when a an 54 60 DIALOGUE ON EARLY CHILDHOOD SCIENCE, MATHEMATICS, AND TECHNOLOGY EDUCATION varietyby the of experimenter information (Gelman and flexibly et al. deploy 1986). differentChildren considersorting a riencethat children and formal only begin schooling to incorporate (Quine theories 1977). Likewise,as they gain Piaget expe- revealperformanceandstrategies strategy that depending concepts that are are not havepreciseon random the multiple task; and or predictable.they functions,idiosyncratic. display Theseevenlinks forRather,between variations preschool theytask in tioncapacityargued in childhood that to construct pre-operational may either requireIn contrast, theories theories.children manyor true Murphydo researchers notconcepts. have(1993) thenow notes logical believe that that concept acquisi- Themekindschildren, of information, 4:and Concepts that children depending and have Theories learnedon the task to attend at hand. to different theories help concept learners in three respects: similarityTheoriesto a concept. constrainhelp should identify be how computed. those (e.g., features along which that are dimensions) relevant asUntilstatementAdults' the recently,woman concepts can whobea biologicalare readily gives influenced birthillustrated mother to by a child.theoreticalcould with More bea very defined belief recently, simple orsystems. understood example.however, This moreThe implication smoothly with here the is help that of concept theories. acquisition If true, it is memory.Theoriesmayreasonable proceed can to influence how concepts are stored in "mother"givesandwith donor new birth. reproductiveundergoeseggs), Thus, a biologicaleven change technology a concept mother as one's so(including need basic theory not and besurrogate of fiindamental the reproduction woman mothers who as thatthoughexpect young thatthe theorieschildrentheories themselves mayuse Indeed,theoretical play aare rolerecent changing knowledgein children'sstudies developmentally. toprovide concepts, decide compelling how even to demonstrations viewbeginchanges was to (whichincorporate that children's itself theoriesAis influencedcentralinitial intocategories developmental theirby changing concepts. are similarity-based technology).question One long-held is when and and how children drendeterminepresentedcategorize select data whichdata.in making suggesting Barrett,properties classifications. Abdi, that and children's Murphy,which For feature andexample,intuitive Gallagher correlations theoriesin a task (1993) chil- helpthat GELMAN categories,required children first- andto categorize fourth-grade novel children birds into noticed one of the two associa- novel implicittheir attention theory strategicallythey have formed. on information that is relevant to the memberspreservedrelationtion between to and thecategorize braintocorrelation be moresize new and typical were members. memory more of the Specifically,oftencapacity category. judged and The exemplarstoused childrenbe thatcategory cor- that did childrennumbershape children's concepts.and early concepts. elementaryRochelMore OneGelman schoolgenerally, brief has example children found errors illustrates theirthat in children's forunderstanding preschool children's theories may constrain or werebetweenthatnot not makewere supported the presenteduse structure of features by together ofa theoryfora heartthat equally correlated and example, the often shape equally in the of the acorrelation beak.inputbutwellfeatures that experiencebycountableof arithmeticadding entities,whole tremendous is heavily numbers. starting influenced difficulty with Based one by whenon and the this continuingfirsttheory assumption, encountering that sequentiallynumbers children frac- are weretheydren presented wereselected supported with different hypothetical by feature-pairs,aIn pre-existing a second categories experiment,depending theory. that Third-gradewere again Barrett described on whetherchildrenet al.as (1993) found that chil- treatresentingandtions, Williams a often card different treatingwith 1997). 1-1/2 themamounts) For circles example,as if ontheyonto it when wereasa numberif it wholeasked represented line, numbersto sort children cards"2" (Gelman on (rep- will the thechildreneacheither properties, category. animals selectively fororWhen tools.example, focused the They category on"is then correlationsfound learnedwas in describedthe betweenfive mountains" properties as one an subset andanimal, about "has of encountered.thattheynumber theirare line.encountering prior The Similarly, theory difficulty a clashes new theory-driven children set with of mathematical havethe errorsnew here system is can notoperations be simply they found have thatbut in andenttool,thick subset "can children wool." crush of properties,Inselectively rocks."contrast, These forfocused when example, studies the on categorycorrelations "is show found thatwas in between childrenthe described mountains" a differ-focus as a younginfluencebiology children's (Carey of theories reasoning 1985; AlthoughonColey aboutearly 1993). concepts,physics a number (Kaiser little of work studieset al. addresses1986) have and begun the to examine the DIALOGUE ON EARLY CHILDHOOD SCIENCE, MATHEMATICS, AND TECHNOLOGY EDUCATION ries.reverse However, question, it seemsthat is, plausible the influence that certain of concepts conceptual on early assump- theo- based,Myth 4. becoming Children's conceptual concepts withstart development.out perceptually- gorieschildrentions1993), may (Gelman appear treating constrain to etmembers hold al.aspects 1994;an "essentialist" ofof Medin achildren's category and assumption theories.as Ortony if they For1989;have about example, an Atran cate-under- Toundergoinferences,children the contrary, qualitativemake that recentuse children's of shifts evidenceconcepts during concepts todocuments development,expand are heterogeneous knowledge that andeven that viapreschool and children'sinductive do not children'sviewsislying more "essence" of compatible species learning that origins ofcanwith evolutionary never(Mayr creationist be 1988), altered viewstheory and or itthanremoved. (Evansmay with even 1994). Essentialismevolutionary discourage Thus, conceptsimportantthan has incorporate been to ensure traditionally non-perceptual thatGiven early that assumed, education children's elements it exploits becomesconcepts from a the young areall capabilities inthe age.fact more far more sophisticated Conclusionssciencethe structure education. of early concepts may have broader implications for somechallengesbetweenthat of young whichearly is to childrenconcepts appearhelp children tohave. and persist emerging Atovercome theinto same adulthood. theories, pervasive time, onegiven faulty of the theories, closecentral link children'sThe brief earlysummary concepts, in this including paper shatters several mythsexperienceMyth about1. The efficiently. sole function of concepts is to organize Atran,References S. (1993). Cognitive and Bibliographyan fiundationsanthropology of ofnatural science. history: Cambridge, Towards Mk Cambridge Univer- Mythsevenceptsreason overyears.2.3. ThereUntil about time, aboutis abstract withqualitative age major concepts 7, most shiftschange childrenor between innon-obvious children's are four unable and con-features. to Au, TK. (1994): Developingstancesity Press. an kinds. intuitive Cognitive understanding Psychology, of 27:71-111. sub- (3 3 57 GELMAN Au, TK., and Romo, L.R. (1996). Building a coherent conception Chase, WG., and Simon,nitive H.A. Psychology, (1973). Perception 4: 55-81. in chess. Cog- andof Press.HIV theory,The transmission: psychology ed. D.L. of Medin,A learning new approach193-241. and motivation: toNew AIDS York Advances education. Academic in research In Chi, M.TH. (1978). Knowledge73-96.ment. In Hillsdale, structureChiklren's NJ: and thinking: Erlbaum. memory What develop- develops? ed. R. 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ThemostIf the child important reader has is to likething learn most the to atDavid Tuftsthey Elkind canUniversity be is best a professor inovercome. Medfirt4 in the MA. Department of Child Devekpment Whatwheeled you observe bicycle, is the that problem Inthe fact, young if turns you child actuallyout focuses to be attempt quite either different. to upon teach a child to ride a two- DIALOGUEpumping the bicycle'sON EARLY pedals andCHILDHOOD forgets to steer, SCIENCE. or focuses upon MATHEMATICS, AND TECHNOLOGY EDUCATION a number to designate a rank or to establish an order. The num- steeringaccomplishedattainedchildren and that coordinate forgets balance, it. Although to pump.however, pumping this In weexamplefact, with are balance nosteering. is longer a simple is attainedaware Once illustration, of we when how have we it howratingThatbers usedmuchis of to 5.4 tosay, better givendescribe a rating the to one aa second,offigure skater 5.6 givenskater's but is thanthere one performance the isskater noother. exact is Therebetter measureare ranks. arethan no of a drentivemath,makes analysis attempting science, a very of powerful and the to technology, task,learn point.-If but the rather task. we we Thiscannotwe want must statement to start teachactually from young reflects observesome children reflec-one chil- of thatuseunits reflectjustify of skating equalthe operationsskill units or orFinally,of intervals. artisticof arithmetic we presentation. speak It is onlyandof an higher interval interval mathemat- numbersnumber when the numbers we Jeaninnot Piaget'shis be book forgotten. (1950) entitled most The Toimportant Child's make Conception this insights, insight and concrete,of Numberone that consider (1942).must Piaget's investigations tinctionrankaremeasurementssuchics. This betweentreatedfact is often as nominal, if neglected,asthey the wereordinal, IQ, however. whichinterval and isinterval Manymeasures. number psychological scales used The dates asdis- a research,ofchild'sIn scalesthat spontaneoustext, usedwe hedistinguish in nicely psychological construction demonstrated between measurement. ofnominal, number the parallel ordinal, and In the psychological between and three interval types the thenenough,itsfrom attempts ordinal,the asearly Piaget to and days employ finallyhas of recognizingshown, quantitative interval children scalespsychology methods. employ in their as firstInterestingly aspontaneous science nominal, and meaning.ketballusescales number of jersey. measurement.Secondly, as aNominal name, we suchWespeak numbers speak as of the an of numberhaveordinal a nominal no numberon numerical anumber football when whenvalue orwe bas- usewe or names,drenattainment can usually use of nominalmeasurement by age twonumbersInasmuch or concepts. three. as as soon Then,a nominal as by they thenumber areage able ofis threeessentially to use or a label, young chil- 63 ELKIND Itconstructedfour, is, materials) however,young ordinal children as only to scales size,when are and andable children employ thus to order they attain numbers blocks demonstrate what (orin Piaget an other ordinal the termed size-grad- ability sense. con- to ouradults.YoungObstacle most It children wasimportant 2.Barbel Young think insights Inhelder differentlyChildren's into and theJean Transductivethan thinking Piaget do older (1958)of young Thinkingchildren who children. gave and us differentunitscrete operations,and employthis process at interval agesThe is five thanscales.way to what inseven, which one that mighta children child conclude constructs can construct on athe unit illustrates how icfromthatWhat facts young event Inhelder to reach childrento event, and a general thinkPiaget rather transductively, thanconclusion)discovered, inductively amongor from deductively (using object other a setto things, object(applyingof specif- was and understandchild(1942)basis mustof demonstrated an coordinateintrospectivea unit the that childthe orideasto must logicalconstruct of grasp sameness analysis thethe conceptidea andof thethat, difference. oftask. for a unit exam-Piaget theTo ductively,asks,ceptsgeneral "Ifand principles I ideaseatjoining spaghetti, are conceptsto atspecific the will same at Ifacts two become level. veryto reach Italian?"Fordifferent aexample, conclusion). islevels thinking a ofchild abstrac-All trans- whocon- othercountingberple, number thatthe (its comesnumber cardinal(its ordinalafter three meaning)two ismeaning), andboth before likebut because alsoevery four. different other Itit is onlythe number from only at this everynum- used stage in acteristicsappropriatetion. Transductive of and the is thought not thinking,Transductive something process it hasto of thinkingbe preschoolto overcome be emphasized, helps children. or to extinguished. account isYoung age- for a number of char- observethethat only the them child way in tocanthe understand processperform of true howacquiring arithmetic children it. operations.learn a concept In short, is to childrenandmoves. abstract Again, oftenalso conceptions giveexhibit this evidence thinking animism as if ofarisesthey andpwposivism, were ascribefrom on the the life joining thesame to ideaany level. of objectthat concrete Young every that 64 70 eventDIALOGUE and object has ON a purposeEARLY or CHILDHOODgoal. Finally, young SCIENCE, children MATHEMATICS, AND TECHNOLOGY EDUCATION curriculum goals. As adults we tend to assume that young children whattwoalso thingsgive Kuhn evidence occursaid historians together, ofphenomenalisticIn of manyone science causes ways, have thecausali, Inhelder begun other. the doingand idea Piaget for that science. havewhen done for child thought weRecalltheyare do bornnot enter memory have with first many all grade. requires of memories the We concepts a reachspace-time of thethis that firstconclusion mostframework few children years because that of display ouryoung as lives. adultswhen chil- scienceattemptedof Ratheran older in than toits science display own seeking time...Furthermore, tothe ourthe historical permanentpresent integrity vantage, contributions they of insist they that youngingthatdren ofchildren have calendar yet have onlyto time achieve. a acquire goodcomes senseIt evenais sense not of later untilclock of than map the time. that.age and A ofIn truegeographical seventhe understand- same or eightway, uponthethatlar studying onesmaximum of modern from the theinternal opinionssciencethat viewpointvery coherence of that gives group andthosedifferent and the opinions simi-closest from orderspace/timespace and when store conception, they memories. are Whatin therethe we later islearn no elementary frameworkas young children,grades. within Without whichdespite to nota rerriembering it, ofonIn theadultits ownsame thought. terms way, andyoung in itschildren's own context, thinking not has from to thebe understoodperspectivepossible fit to nature. (Kuhn 1962/1970, page 3) operaterelations,ouris what knowledge mightsuccessfully and betheir ofcalled things,temporal in thethe findamentaltheir world, sequencing. sensory young curriculum properties,Putchildren more (Elkindmust concretely, their learn 1987):spatial the to TheeducationObstacle third obstacle 3.of youngThe toFundamental childrenthe effective is that Curriculum math, preschoolers science, have and their technology own andisday,concepts inborn; effort. bOre of they andYoung light after,all and mustchildren and heavy, be much, constructed have behind, much their inside more. ownusing curriculumand Nonea great on oftop, deal these priorities.night of ideastime and 65 Perhaps Friedrich Froebel (1904), the inventor of the kinder- ELKIND the keyboard, who seemed to appreciate their help. The teacher, words."acquiring"learngarten, Even the put elementary language itwithout best when of explicitand forms headaptive wrote instruction,before knowledge that they young youngfearn and children the childrenskills language inneed math,are toof well-intentionedtheturnshowever, other and childrentointervened let the teacher botheringchild and atnonetheless suggested the him. keyboard This that ignored example have they his theneeded shows turnnecessity withoutto how take of a Technologicalscience,Implications and technology. Educationfor Math, Science, And technologypetingTheobserving children to be childrenin atwere this the way;working keyboard. before they makingcooperatively, may Young find an itchildren instructional less not intimidating fighting may approachdecision. or whencom- bechildrencationThe described foregoing have in these ain numberobstacles this domains. paper. of to practical Theymath,Only areascience, few implicationsthe of importance andthese technological implications for of educating observing edu- can Butshouldapproached the beobstacle investigated. as a togroup the most project.The worldeffective That of technology,atinstruction least is a usingpossibilityparticularly this tech- that computers, is a new one. sociallyinstruction,young children derived and motivation. learning,the value theof employingneed to recognize capacity-linked the limits and of carefulrequireddealnology with observersis and thethe certainsame.technology. of Wethe limits choicesneed To need to be thatobserve tosure, bechildren set,some how but themselves initialchildren we also instruction themselves need make. to Tobeis weregatheredInObserving aworking nursery around Youngtogether school a computer Children recently,and making that Learning I observedone suggestions child wasa group tooperating. the of child children They at advanced,chose.computergive a second The wasstricdy teacher, illustration, enjoying word-oriented however, an in animated another encouragedprogram. nursery reading In suchherschool, program to situations, use a child thata more sheatwe a 66 72 DIALOGUE ON EARLY CHILDHOOD SCIENCE, MATHEMATICS, AND TECHNOLOGY EDUCATION of needprograms to respect are children'smost effective choices. with We really don't know what types young children without shine?"child's levelhe or ofshe thinking. will be lost If aif childyou begin asks, to "Why explain does the therelation sun TransductivecarefulRecognizing observation thinking the and Limits is study.concrete of Young and unilevel. Children's Math, Learning science, and warmtheentificbetween child'sand explanation make heat question. theand grass light.but Such for grow," The answersa purposive young we arerespond child notone. real-is Ifto not wethe asking say,true "Tointent for keep a of sci- us abstractiontolevelstechnology recognize of abstraction.are onbeyond and the accept other theFor abilitiessome hand,this factdisciplines, have of was concepts the even fundamental atthe many lowest different errorlevels inof young children. The failure whileunderstood.tantly "wrong," providinggoal of encouragingand a wonderfulthey accomplish further sense questioning ofthe being impor- cretizingisanyJerome simply subject Bruner's nothe atway concepts any to(1962) age teach into assertionaanthe preschool intellectually point that,that child they"you responsiblealgebra appear can teachwithout non-algebra- way" any so Therechild con- lyManytion rhetorical around of the young andin the ask child's senseAlternatively, what questionsthat the hechild orone are shethinks. can part- has always turn the ques- letteryoungPiagetic. Algebra stands person(1958) requires for tocall anotherdeal firmal the with learner symbol, operations, second to have asymbol number. operationsacquired systems. Young what that In Inhelderchildren enable algebra, andtheare a answersmostupthought with happy abouthiswithout orto them hershare challenging own and these answers. may thoughts them,well The havewe with child get come us.insight is If we into accept the child's these period,videunable a 'practicalto but deal how with guideline.one second Aanswers more symbol Early concrete these childhood systems. questions example is a hasmay question-asking to help reflect amplify the the point and pro- self-confidenceforcingideas,thinking not wrong and in rightand communicate answers security or wrong so in much answers.expressing that as we promoting areIn his so interested ordoing her the ideas.we child's in are his not sense or rein- her of JP, MT COPY AVAHAWN, - 73 67 ELKIND nodren limits in the to fieldsthe young of math, child'sThere science, curiosity are limits and and technology. to imagination what one But can if there weeffectively sup- are teach young chil- beginoften askto master adults these to give mathematical Ifthem we acceptnumbers concepts. this to relationship add or subtract between as they motivation and mastering portTechnologyEmploying and encourage Motivation Education his or her in ownMath, ways Science, of thinking. and butearlyvationconcepts, rather grades will itthat be means of lost. theschool. spontaneousthatIndeed, Itonce is thisnot the thatis motivationskills what the are seemsschool fully associated to deadens acquired, happen motivation,with during the devel- moti- the riculumYoung children, priorities. as noted They earlier also have in this their paper, own have motivations their own cur- for workedassigning with these young priorities. children Individuals remark uponwho havehow aboutouswhospontaneousoping mentalthe read events motivation structures newspapers, of the hasworldencourageis social dissipated.magazines, motivation. What andtheir Parents takesbooks children the andwho place to whoare be of curi-curi- talkthat .00 01 areworld.eager aintrinsically matterchildren The originsof aredispute. motivated to of explore this Some motivation, to and arguelearn learn thatand about however, childrenthat their it is parentalandpleous. they protection.Children, willmodeling please in In turn, earlyis their all-important. believe childhood parents that and byeducation, Involving followingwarrant astheirparents thein latercontinuedparental is education,an impor-exam- love world.thechild'srigid, spontaneous Piaget constraining avid (1950), striving motivation schooling in to contrast, learn we that observeabout suggestsdulls histhe is actual-orthatyoung her knowledgetinguishtant part ofbetween effectiveabout brain capacity early growthBefore education. and isleaving learning, increasing the particularlysubject as are ofthe motivation, number since our of it is important to dis- < seeksWhen out a child's stimuli abilities to nourish are thosematuring, abilities. he or Young she spontaneously children will ly a byproduct of developing mental abilities. prematureBruerfacile (1997)extrapolations and has reflect made ato failurevery early clear, tochildhood appreciate such extrapolations education. the complexities As are John quite and T 68 7 4 DIALOGUE ON EARLY CHILDHOOD SCIENCE, MATHEMATICS, AND TECHNOLOGY EDUCATION idly,intricacies that does of brain not tellgrowth. us what Even type if the and young how brainmuch is stimulation growing rap- is firstschools grade. to provide Around second-language the country, learningyoung childrenin kinder'garten are being and most conducive to productive learning. As Jane Healy wrote: thetheyUnproven young can also plastictechnologies...may be brain.detrimental The cerebral offerto the lively developmentcortex visions, is a won- but of requiresinstructioninstructed motivation. inis languageswasted timeIf a Learningfrom child and Frencheffort. has a parentsforeign to Japanese. orlanguage grandparents Much requires of whothis more than capacity, it reasoningadrously goodpoint bit atwell-buffered whichmayof well-intentioned be fundamental jeopardized mechanism bungling.forneural thatchildren substratescan Yet withstandwho there lack for is justanythinglearnspeak given that a lessonsforeign and language. cannot inlanguage, the Butuse language. thereit for the anything.is child noHe such orhas she Even motivationplenty does with ofnot themotivation ifneed capacitythe itchild for tois mayimperatives.rance.proper be physical,Childhoodanddifficult In developmentto intellectual recapture. the brainhave(Healy andmissed emotional 1991) opportunities their nurtu- own withthewilllearn competitive notless a foreign be native realized. abilitylanguage, zPil It to butis succeed not morewithout unlike ambition, in theathe sport. motivation, natural may Another succeedathlete that individual, whowhere capacity lacks the generallyyoungrelationship child's accepted of great motivation thatfacility Inthe addition earlyforto capacity.learning years to inappropriateness, are foreign A the case time languages.in pointto acquire there is Itthe isais also the issue of the Conclusiontogethernatural athlete that we failed. find the It mostis when successful motivation results. and capacity work toofoftensecond alearn native speak language. a secondspeaker. without Children languageThis accent unquestioned andwho has with learnprompted thecapacity a secondrhythm some of languageyoungand parents intonation children early and orearlyclesIn logicalthis to childhood. papereffective analysis I have The math, as suggested firsta meansscience, barrier of that isandarriving the there technology futility areat how three of usingyoung instruction major reflective children obsta- in 69 ELKIND childrenlearn.children's The have second thinking. their ownobstacle A curriculum final is barrierthe transductive priorities resides and in naturethe their fact own of that young moti- young Bruer,References J.T (1997, November).too far. Education Educational and Researcher, the brain: 4-16.A bridge andingfulnotvations, insurmountabletechnology. and which effective may be earlybut different must childhood be than addressed oureducation own. to These engagein math, obstacles in science, mean- are Froebel,Elkind,Bruner, D. J.E (1962).(1904).(1987). The PedagogicsMiseducation.vard process University of of the education.New kindergarten Press. York: Cambridge, Knopf. U. Jarvis, MA: Trans.). Har- ofwegested. the have limits To to overcome observe of children's children theA barrier few transductive learning. strategies of learning To forthinking, surmount howovercoming children we the need barrier these learn, to roadblocks were sug- Inhelder,Healy, J. (1991).B., and EndangeredPiaget,New J. York:(1958). minds. TouchstoneD. The WhyAppleton growth our Books. children & of Company. logical don't thinking think. ingalsoweencourage needparents need to to their engage inhelp ways unlimited instill children's that social encourage imagination motivationspontaneous their and inchildren motivation. childrencuriosity. to by read, Finally, Butinvolv- ask we Piaget,Kuhn, T J. (1962/1970). (1942). fromTheChicago: child'schildhoodThe structure Universityconception to adolescence. of ofscienhfic of Chicago number. New revolutions. Press. York: London: Basic Books. toandquestions, the technology unique and needs, gather education, interests, knowledge.Early but andchildhood only abilities if we is adapt ofa mostyoung such important children. instruction period for math, science, Piaget, J. (1950). The psychology&Routledge Kegan Paul. of& intelligence.Kegan Paul. London: Routledge 70 76 DIALOGUE ON EARLY CHILDHOOD SCIENCE, MATHEMATICS, AND TECHNOLOGY EDUCATION SCIENCE, MATHEMATICS,FIRST EXPERIENCES AND TECHNOLOGY IN DIALOGUE ON EARLY CHILDHOOD SCIENCE, MATHEMATICS, AND TECHNOLOGY EDUCATION KarenC cience K Lind in Early Childhood: andDeveloping Acquiring Fundamental Concepts and Skills marksStandardsOne of for the Science (NSES) strongest Literacy (National themes (Benchmarks) Research in the National Council (American Science 1996) Association and Education Bench- for discoveries.facts,process science of Ratherfinding is seen thanout as and abeing way a system ofviewed thinking for as organizing andthe memorizationtrying andto understand reporting of thebecomescience effortAdvancement scientificallyand to introduce that allof Science literate.childrenchildren In1993) toshould order the is essential forthat have this all the learningexperienceschildren opportunity to can happen, of learn sci- to NSEScanumentsthe world. Association and NSES, ThisBenchmarks Benchmarks, agreement for the areAdvancement can and aligned be Science seen with in for of thethe AllScience national guidelines Americans 1989.) reform from (Ameri- Both doc- the evertiveence science before,inquiry educatorsteaching and explorations andAagree national learning that must preschool-levelconsensus for begin at has an evolved earlyand primary-level age. around what constitutes effec- young children. More than CoppledekampNational 1997). 1987;Association Bredekamp forThe the and reformEducation Rosegrant documents of Young1992; mentioned Bredekamp Children (Bre-in and the previous paragraph KarenscienceUniversity K isLind an of isactive Louisvilk. an associate enterprise. professor Science of science is understood education to at be the a students,umentsvidesespouse meaningful thealso especially idea reinforce that and those active,relevant Oakes' in hands-on,underrepresented learning (1990) conceptualexperiences. observation groups, learning These thatneed doc-pro- all to 7 3 r-JQ LIND younglearn scientific age. skills such as observation and analysis at a very conceptschildhood, and children in learning actively fundamental engage in acquiring process fundamental skills. As we inquirystrategiesdeveloped learning. for from helping infancyIt provides studentsThis through paperan tooverview the acquiredescribes primary of the teachinghow skillsyears fundamental neededand and offers learn- for concepts and skills are conceptsdevelopment,watch children such as wein theircan observeeveryday them activities constructing at variousone-to-one and stages using of correspondenceputting pegs in pegboard ofselectinging students. science science in the content early years, that matches emphasizing the cognitive the importance capacities of shapesholescLassifiingplacingthecounting ornumber in passing another of onestraws or puttingapple square needed to cars shapeseach for in everychild onein one garageatchild thepile attable; and the table;round counting the pennies from the penny bank or questions,ence.AsHow any This scientist Fundamental conductingis the knows, only wayinvestigations, the Concepts bestto get way to tothe collecting learnand real scienceSkillsbusiness data, Developis ofandto askingdo look- sci- Young children begin to construct many conceptsfrommeasuringpouringtrucks during one in the another;container and sand,to another. water, rice, or other materials answerstudiedaccomplisheding for answers. questions,over time. by With do examiningChildren investigations, young needchildren, natural to and have phenomenathis learn astrategy chance to apply canthat to problem- ask bestcan and bebe developtheircepts.pre-primary newly They new alsoacquired ones.period, develop As including concepts,they the enter processes mathematicsexpand the primary existing period and concepts, science (grades con- andone that enable them to apply peoplethesolving core to skills.of organize good Active, science and hands-on,Concepts categorizeeducation. student-centeredare information. the building During blocksinquiry earlyof is knowledge; at they allow conceptsexploringthroughUsing three), thesein more mathematics concepts children abstract alsoapply inquiries helps their them early, and understand concepts basic concepts morein science. complexwhen such as multiplication, division, and 74 79 DIALOGUE ON EARLY CHILDHOOD SCIENCE. MATHEMATICS, AND TECHNOLOGY EDUCATION Lindthe use 1995). of standard unitsConcepts of measurement used in science (Charlesworth grow and develop arid as early as infancy. Theychildrensmall pile partspour blocks sandagain. into and tallThe water structures free intoexploring andcontainers see and them experimentation of fall different-sizes. and become of a stand,knowsmell,Babies all andhear, explore about to andwalk, their the taste. theyworld environment. Children are with free their toare As discover senses.bornchildren curious moreThey learn onlook,and to their crawl, want touch, own to thatthechild's sensesserve first as of two a taste,basis years forsmell,As help future children sight,to learning.develop andenter hearingskills muscle preschool coordination and and kindergarten, senses and exploration Asobjectsover,and they learn under,look relative to about, think and to intoforthey their themselves. large sense own objects size.their They Theyrelative and begin discovergrasp smallness. to things learn the ideasandsize They findof of go thesesize. that atothiscontinues question. collecting time, however,to Collecting andbe the organizing firstchildren data step requiresdata alsoin dealing to begin answer skills withto apply new basic situations. concepts At Theylearnweightsome learnaboutfit when their time shape they tiny sequence cannot Somehands, thingsalways Whenand others stay theylift itemsput dowake whilenot. of up, theInfants othersthey same feel learn rollsize. wet away. aboutThey and interestedinvestigation,organizing.in observation, in Forthe kindergartnerscounting, processexample, of recording, forplant amight sciencegrowth. and be somelookthenhungry. fed.and spaces They thenNext aremove, cry.they small. Theplay, they caretakerWith getdiscover tired, time, comes.space.and babies go Some Theyto develop sleep. spaces are As spatialchanged arebabies big sense andfirst thetowels,Supplied seedssides and ofwithin theglass lima jars,jars jars, bean withsecuring the seeds,the children paperthe wet seeds towels.paperplace to Each day they add color,roomThey (Charleswortharethe placedsame size, in a theand crib Toddlerssame Lind or playpenshape, 1995). sort or in withthings. the thecenter sameThey of use. putthe Younglivingthem in pilesof the same intheirTheywater, dirt comments dictate inif needed,a small their on containerand observationa chart.observe suchEach what toas child their ais paper happening also teacher, orplants plastic whoto some the cup. records seeds. beans The I 75 80 LIND sprout.Theteacher children suppliesThen checkthey each count off child each how with day many a charton daystheir for hischartsit took or her untilfor bean a they sprout garden. see to a Keepencepoint; for inand mindthe in childstructured that and there gives experiences, are somevariations direction the inadult learning to chooses the child's styles the action.experi-among counting,sprout.asappear, well comparingasThe one-to-onewith children the this time correspondence,numberhave it takes used with for the thosethe concepts time,seeds of other and in ofthe classcomparison number glass members, jars and ofto asencegroups illustrated content of children inshould the andfollowing be amongintroduced examples. different when cultural it is appropriate groups. Thus, to do sci-so, andentlyattackthe numberdo and thebackground record same of items moreproblem, reading in information, two but groups.on they their usePrimary-levelcan own. standard operate measuringmore children independ- mighttools, thedrenNaturalistic major as they mode experiences goExperiences about of learning their are daily thosefor children activities. initiated during spontaneouslyThese the experiences sensorimotor by chil- are mentChildrenHow with Scienceacquire their environment. fundamental Concepts As concepts theyAre exploreAcquired through their active surroundings, involve- interestinglearningperiod. Naturalistic for andolder rich children. experiencesenvironmentWith naturalistic can for also experiences,the bechild. a valuable That the is, adult'smode adults ofrole is to provide an ThesechildrenLindthey actively(1995) experiences as naturalistic characterize construct differ (ortheir inspecific spontaneous),terms own learningof knowledge. who controls informal,experiences Charlesworth the or activity: structured.with young andthe smile,howsmell,should it and or isoffer aprogressing, hear.word many Theof praise thingsadult and toshould forthen encourage the respondobserve child the to thewith child.look child's a at,glance,The touch,activity, child a nod,taste,needs note a chooseschildadult controlsor the the child. activity choice Naturalistic and and action; action, experiences in butinformal adults areexperiences, intervene those in which theat some child the someto know examples when he of or naturalistic she is doing experiences. the appropriate things.Tamarais Belowbig." takes Mom are a says,.spoon "Yes." from the drawer and says, "This 76 81 DIALOGUE ON EARLY CHILDHOODCindy (age 4) sits on the rug sorting colored rings into SCIENCE. MATHEMATICS. Structured Learning Experiences AND TECHNOLOGY EDUCATION now,"ThenSamplastic (age he hecups. dabsexclaims. 5) is some painting. blue Heon putstop. "Hey!down aI've dab got of greenyellow. says,old.occurStructured Her "Cindy,in teachermany experiences Idifferent havedecides someare ways.that preplanned blocks she For needs example, here lessons to for practice orCindyyou activities to counting. is count. four that years How Shecan planned:engagedTheInformal adult in They initiates naturalistic Learning occur informal when experiences.Experiences the learning adult's These experiences experience experiences oras intuitiontheare notchild pre- oris situations:many are in this pile?"Teachers can also offer structuredWith a smallexperiences group inat thea specific following time. For example, a tageencouragement.beboth on ofindicate the a teachable right that trackIn it anothermoment is intime solving situation,to to act. reinforce a For problem the example, adultcertain but might concepts.theneeds childtake a advan- cue mightSome or Atasks ballteristics.teacherany them thatopportune showsto isThe examinesmaller." teacher the time. children the picksMrs. balls ballsFlores,up and a ballof discuss knowingdifferent and theirsays, sizesthat charac-"Find and a examples of informal experiences follow. gers.ing"I'm up sixOne, three years two, fingers. old," three says Dadfingers. three-year-old says, You "Let's are countthree Kate yearsthose while old."fin- hold- WithTanyashouldizesgame a needsthatlarge to be playclassification helpappliedgroup and with atgives throughout a the specific is herconcept an directions important time. the of primaryshape, Ms. to concept playHebert suggests grades. the thatreal- game. aIt is Juanitayou.don't"Do you (ageWe'llsays,know." have 4) "Icount has don'tMrs. enough a them." bagknow."R. asks,offor cookies. everyone?"Mrs. "How R. Mrs.can replies, Juanitayou Ramirez find"I'll replies, helpout?" asks, "I couldHebertexample,extremely classi& had when important students them. it was bringin time organizing tobones study. from science skeletons, home data. so Ms. Forthey Mr COPY AVAILABLE 77 82 LIND ThereinCommonalities Early is aChildhood natural ofintegration Science of and fundamental Mathematics concepts and caterampswhat their happens or useobservations, different when they balls,and vary describe observe the steepness similarities what happens, and and length differences communi- of the lems,ing,science.process classifying, they skills When are acrossreferred fundamental and content measuringare to as process areas, mathematics includingskills. applied These conceptscompar- tomathematics science mathematical prob- and example,thespeedin each height and of children their distanceand experiments.length could contingent of use the the Theyramp, on mathematical the might or size other observe or weightconceptsvariables. differences of ofthe In speed, ball,this in concepts are necessary to solve some science problems. The controllingcating,other science inferring, variablesare process hypothesizing, skillsobserving, equally and important defining communi- andfor fruitsupportingdistance, to class: height, each one ramp?) length,red apple, Inwhile andanother one engagedcounting green example, in apple, (how scientific a preschool twomany oranges,observations. blocks teacher twoare brings several pieces of plywoodasolving basic concept problems board in is inphysics. leaned both science ForagainstSuppose example, and a alarge two-foot-widemathematics. consider block, sothe principle of the ramp, andsize,discovergrapefruit, classification shape, as andmuchcolor, two skills.abouttexture, bananas. (Howthese taste, The piecesmany and children composition ofas eachpossible. examine fruit usingtype?They the countingobserveJuicy fruit orto the ideas of the game, the teacher might ask some questions such downberthat ofit the becomesballs ramp. of differentaOnce ramp. their Children sizes free and exploration are weights given defines ato num- roll measured,spheres?maydry? beSegmented recorded. How prepared many or (What whole? for are iseating, juicy?)Seedsthe color andor The no of divided seeds?)fruiteach canfruit? equally These be How weighed observations among many andtheare heights?changedof as,the "What ramp Ofthe different heightwouldat the sameofhappen lengths?" the time?"ramp? if twoThe Or"What ballschildren had started twowould could ramps to happen guess,roll of from different explore if theyou top playingdrenstudents. engage with blocks,in traditional water,Math sand,early and andsciencechildhood manipulative concepts activities andmaterials, skillssuch ascanas be acquired as chil- 78 8 3 DIALOGUE ON EARLY CHILDHOOD SCIENCE, MATHEMATICS, AND TECHNOLOGY EDUCATION wellProviding as during young dramatic children play, withcooking, opportunities and outdoor to seeactivities. the math onstudent the active behavior search that for involves knowledge activity or understanding and skills, but to thesatisfy focus stu- is basicandEncouraging science understandings in their Inquiry everyday and interest Through activities for future helpsProblem learning. them Solvingto build the edgerelatingtodents' discover and curiosity. new to everything experiential science In inquiry, knowledge for phenomena, themselves, educators both toso rather,should previously students theynot can expect shouldlearned build childrenfocus knowl- a con- on notion.alingA majorreforms of science Thearea in U.S.of sciencethrough interest Department inquiry.education in science Research of overwhelminglyeducation Education findings research and and thesupport isthe theNational nation- teach- this sistentteacherinterestthis pictureprocess inshould learning of in theseveral ask physical more questions ways. about world. For toa example, Sciencebean determine plant teachers when or what a children nearby can each facilitate showtree,student the an vatecooperativecurriculaScience students. Foundationthat learning, promote The publication (1992)and active other learning,endorse entitled instructional mathematicsinquiry, National methods problem Science and that solving, scienceEduca- moti- solving,experiencesalready whichknows. and is classroom Innot this asOne much way, settings way a teachers teaching to to involvebest meetcanstrategy students modify individual as it in islearning inquiryneeds.a child is through problem goalscienceusetion of the Stand4rdsscienceteaching modes education must of (National reasoning reflect is to science Research prepareof scientific as childrenit Council is practicedinquiry. to 1996)understand NSES and statesthat presents oneand that solvingforbehavior. the teachercan is Ascuriosityan occur. with is to inquiry, create interest an the environment indriving finding force out. in behind which The challenge problem andtiveinquiry inferring. nature as a ofstep science. beyond As Inquiry-orientedprocess Novak that (1977) involves instruction suggested, learning, engages inquiry observing, studentsis a in the investiga- yearsoutriences. problems focuses From birth,toon solve. naturalistic children ProblemProblems want and solving should toinformal learn relatein and thelearning: they to, pre-kindergarten and naturally include,filling seek and the children's own expe- 79 8 4 LIND ants;emptying or racing containers toy cars ofdown water, a ramp. sand, Inor kindergartenother substances; and theobserving pri- developmentplace comes from as put research forth bythat Jean is based Piaget on andtheories Lev ofVygotsky concept tiveproblemmary thinking grades, solving. play adults an canimportantMost institute science role a inmore educatorschildren's structured agreescience approach that learning problem to solving and reflec- individualriseDeVries(DeVries to the 1978; and constructivistchildren Kohlberg Osborne as intellectual 1987/1990; andapproach, Freyberg explorers which Driver 1985). places et who Theseal. 1985; themake theories emphasis Kamiitheir gaveown and on thosetioningin school. for in reports mathematicsreform In summarizingspecifically in educationparticularly and identify scienceHurdthe findings problem of (1989) curriculum 26solving national found in science andreports that instruc- 18 ascall- anof processrooms,tantdiscoveries implications whererather and thanstudents construct for memorize science are knowledge. encouraged education, isolated scienceConstructivism especially to engage facts. in in today's the has inquiry impor- class- studyscience.educational in classWhen objective. as students real, their perceiveProblem curiosity thesolving is situations piqued can and be and athey powerfulproblems are inspired motivatingthey factor to learn published,children'sowes much explanations numerous to the work studies forThe of natural Novak current related phenomena. (1977), interestto a wide whose in Since rangethe book study this of explorestopicstext of sciencewas in concept learning createslemto that find enthusiasm. is an important answer. Searchingto the student for aholds solution his or to hera question attention or and prob- understanding,"marizedthe science by manycurriculum requires researchers.In havescience, different been teaching strategies reported, for fromreviewed, conceptual those andprevious- change, sum- or "teaching for ourdamentalThe understandingyoung Theoretical concepts child's understandingaboutthey Basis develop how of andScience during of when science early this Education grows developmentchildhood. from Muchthe takes fun- of plexitycontextagreely employed that asthat childrenthe progressively by key educators. isadvance to provide increases Manythrough a sciencedevelopmentally in school conceptual education and life. depth appropriateTheresearchers and assess- com- 80 8 5 DIALOGUE ON EARLY CHILDHOOD SCIENCE. MATHEMATICS. AND TECHNOLOGY EDUCATION Vonment Glasserfeld of prior knowledge (1989), Resnick is thought (1987), to be and essential others to caution this process. that didactictent. As manner Covington because and the Berry child (1976) cannot found,conceptualize the results the ofcon- mis- willsideration,if notwe asbe educatorstheit is message likely do that thatnot the takestudents message students' receive. we prior think knowledge we are sending into con- tudescontent;notmatched able toward andtocontent extend, (2) science interest and apply, arecognitive and likely or positive interpret tocapacity dimin- atti- deeperare that meanings (1) children of arethe AlthoughconsideredAvoidingScience Piaget's Content a majorMismatch (1969) contribution and developmental Cognitive to the teachingstagesCapacity: of andlearning learning are of tocontentalsoish. learning Manyemphasize and other science.cognitive the examples match The capacity implication between in the as literatureessential science from becomeexperiencesthesescience, stages scientificallyeducators forinto young account and literate,children. curriculum when educators designingIf children developers must science are tochoosedo learn notcurriculum alwaysappropriatescience take andand ofalwaysthe comprehension. research be within is the realmA prominent of possibility feature of cognitive that the content must stressingcapacitiesscience content thatat different mismatching and experiencesstagesCowan of content their (1978) to development. matchand underscores developmental children's the cognitive importance levels of this alignment, tionsplicationmisconceptionsresearch or incorrectisof thestrategies. study are generalizationsnot of They merelystudent are errorsideasmisconceptions that thatin calculations areare basedconsistent in science. on or mispercep- the with misap-These the oftentionsments(e.g., forexpecting causeof teacher,the teachersEarth's kindergarten parent, crust) to resortand leads child.children to to tellingmisconceptions These to understand thetypes information of mismatchesand the frustra- move- in a andshadows,misconceptionsstudent's Rice general(1987). which canhaveYoungunderstanding be been seenchildren studied in children'sof think a byphenomenon. ofPiaget a ideas shadow (1930) about For as and anexample,light object. Feher and 8 G 81 LIND thatThey allows think thatpeople light to is see the the agent shadow, that causes even whenthe object it is todark form This or Bredekamp, S., ed. (1987).early Developmentally childhood programs appropriate serving practice children in from birth through age beforenificantexample broaching obstacleclearly shows newto learning, science thatIn consideringmisconceptions oneconcepts. that educatorsall ofare the a very preschoolmust real overcome and and sig- primary developmental Bredekamp, S., and Copple,appropriateof Youngeight. C., Washington, eds.Children. practice (1997). inDC: Developmentally early National childhood Association programs: for the Revised. Education worldownasstages yours. and perspective described of Theirscientific perceptionandby Piaget,andexperiences. mathematical keepof phenomena inMisconceptions mind concepts that is aformed child'sis will not arise.the viewfrom same So, oftheir thebe Bredekamp, S., and Rosegrant,AppropriateYoungWashington, Children. T. curriculum (1992). DC: National Reachingand assessment Association potentials: fir young for children the Education (Vol. I). of sowithparedready they all forto canof explore" the their discover next senses thedevelopmental other world and viewpoints. to to classify, expand stage. predict,their Teach thinking, children and communicate, and to observebe pre- Charlesworth, R., and Lind,children.YoungWashington, K. (1995). Children. 2d ed. MathDC: Albany, Nationaland scienceNY: Delmar.Association for young for the Education of AmericanReferences Association and forBibliography Sciencethe Advancement for all Americans. of Science. New (1989).York: Oxford University Press. Cowan,Covington, PA. (1978).M., and Piaget Berry,&learning. Winston.with R. feeling.(1976). New York:New Self-worth York: Holt, Holt,Rinehart and Rinehart school & Winston. American Association for Press.Benchmarksthe Advancement for science of Science. literacy. (1993). New York: Oxford University DeVries, R., and Kohlberg,YoungWashington,education: L. (1987/1990).Children. Overview DC: National Constructivist and comparison Association early with for otherthe Education programs. of 82 8 7 DIALOGUE ON EARLY CHILDHOOD SCIENCE, MATHEMATICS, AND TECHNOLOGY EDUCATION Feher,Driver, E., R, andGuesne, Rice, E., K. and(1987).ideas Tiberghein, in Shadows science. A., Philadelphia,and eds.. anti-images. (1985). PA: Chikiren's Science Open University Press. Novak,Oakes, J. J.(1977). (1990). A Lost theoryUniversity talent: of education.The Press. under-particOation Ithaca, NY: Cornellof women, Hurd, PD. (1989). ScienceAdvancementEducation,Paper education presented 725: and of 637-49. theScience nation'sat the Symposium American economy. on Association Science Literacy, for the Osborne, M., and Freyberg,ImplicationsTheminorities, Rand P Corporation. (1985). ofand children's disabled Learning personsscience. in science: in Auckland, science. Santa New Monica, Zealand: CA: Kamii, C., and DeVries,education:Washington, R.Prentice (1978). Implications Hall. Physical DC. knowledge of Piaget's in theoty.preschool Englewood Cliffs, NJ: PiagetPiaget, J. J. (1969). PsychologyTotowa,Heinemann. of NJ:intelligence. Littlefield, Totowa, Adams. NJ: Littlefield, (1930). The child's conception of physical causality. Lind, K.K. (1997). ScienceCharlesworth.mentallyintegrated in the appropriate curriculum.developmentally Albany, practice, NY:In Integrated State appropriate eds. University D. curriculum Burts, of C. New andHart, York. develop- and R. UnitedResnick, States L.B. (1987).DepartmentAdams. Educationton, ofDC: Education andNational learning andAcademy toNational think. Press. Washing- Science NationalLowery, L.E Research (1992). Council. Thestandards.Lawrence scientific (1996). thinkingHallWashington, National of Science. process. science DC: Berkeley, National education CA:Academy Press. Von Glasserfeld, E. (1989).edge,Washington,Foundation. Cognition, and teaching. DC:(1992). construction Author. Syntheses, Statement of 80: knowl- of 121-40. principles. (Brochure). 83 Susan Sperry Smith Early Childhood Mathematics talestory,A group of Puppy the of puppy three-year-olds Says that 1-2-3 counts (Singer sits and in 1993). squeaks a circle, They as eagerly theirhave teacher, notawaiting heard Miss the puterthe room. center, Besides and a pli77lehousekeeping,The center, teacher there a picture-bookprepares are many many centers center, centers devoted a com-that are found throughout ing"PuppyLily, up squeezes ONE looks big up his tree.and tummy. what ThenPuppy does the The says children he class ONE."see? counts ONEplay alittle along squirrel with puppy.climb- game with three rubber cows, a mat of beenreread.puppyto early able bookWhile mathematical to count will the goteacherto 10in experiences. thesince knows picture-book the that After some center much of the torepetition, children be read have and the age of two, she realizes that very andweputgreen haveoneon "grass," top cow two ofthe on cows." and the barn. a grass. bowl The The turnedcowsLet's teacher putgo into givesintoanother a barn. thethem cowbarn, One makeshift on childaround the grass.says, cardboard the "Let's barn,Now youngintroducesizing children one-to-one numbers need correspondence.a upfoundationDuring to five their or with 10. music At small a latertime, sets, time the 1-2-3, class Miss empha- sings Lily willvery simple songs with tionSusan"bridges." at SperryCardinal The Smith cows Stritch is go an University over associate the bridge inprofessor Milwaukee, and inunder the Wisconsin. Colkgethe bridge. of Educa- ternspattern.Themuch sound in repetition. artworkLater of inthe andtheToday music withyear they andmanipulatives.the singchildrenthe lyrics"Row, will reinforce Row, construct Row the Yoursimple concept Boat." pat- of 84 89 MathematicalDIALOGUE ActivitiesON EARLY CHILDHOOD SCIENCE, MATHEMATICS, AND TECHNOLOGY EDUCATION choose to visit this center, and they try to put the items in notzoocontainsThe color.animals.children bins-of In Thethechoose comparingsocks,children a mittens, put center, identical identical a child pairs farm sorts together animals, stuffed by type, ani-and center,to explore. The matching center empty/fillsizesorder ofwith size. and scoops little/big. of rice.In The the The child pouring teacher fills center, the helps cup a with tochild the words fillstop. Laterplastic like containers of many ofNextmals words. intoweek, "big" the pilescomparing andLater "little" center in the piles willweek, with feature the the class ateacher's different gathers help. in pair a circle to practice sort- erasers,drenjarin the has take year, less." chalk, turns the A classmarkers, weighingsturdy will balance crayons,discussfruit, feathers,sits "which and on toythe andjar countercars. has small more, Each itemsnearby. andchild such which Chil-tells as hairLilyclothes,ing. clips/no Theyavoids and concentrate hair categories ways clips, to travel. onbuttons/nothat things might They they cause buttons,sort know, themselves hard andsuch feelings, so as byon. food, boy/girl,such Miss toys, as a tialstoneMiss tools Lilyof a for whichmathematically creativity, items areThe dramatic heavyrich block-building environment. and play, which and arecenter geometryforBlocks light. is area major essen- girls center and the corner- one.illustratecertain The brand childrenordering. of tennis point She shoeIn toasks another the versus the biggest children session,a dress cup. shoe. to MissShe find takes Lily the introducesitbiggest out of nesting toys that enclosure,mighteveryoneas well pile as aboys. andthechance blockseventually The to teacher use to makethe master rotates building a tower,the groups challengeblocks. then of childrenAtmake of first, roofing a simpletoa child give or toyscups,biggest?"the line, for kitchen herplaces Miss ordering bowls, Lilyit near gathers plasticcenter. her, and variousglasses, Throughout asks, nested and"Now commercial the sets which week, of measuring one children nesting is the symmetry,childrenbridging maythe sound space build construction, between elaborate two structures and walls. aesthetics. With that time have and evidence practice, of 85 9 0 Developing Spatial Sense SMITH Standards for School Mathematics, the National Council of Teach- andopportunitiesnaturalMiss events Lily part understands (the of to growingstudy study of thethat topology)up. relationships developing She recognizes more conceptsbetween than thatthey aboutobjects, childrenneed space the places, needabili- is a ers of Mathematics (NCTM) defines spatial sense this way: childrenandSpatial the sense objects must is have an in intuitive them. many To experiencesfeel develop for one's spatial that surroundings focus sense, on refersquestionsty to draw to the suchcommon ability as "Where toshapes seeMiss the sucham wholeLily I?" as acreatesor objectcircle "Where oropportunitiesas a comprisedis square. it?" Separation of to indi- explore proximi, asking shapeandgeometric perspectivessizes relates of relationships: figures to a of change objectsand objects, in the in size. space, direction, and(page thehow 49)relative orientation, a change shape in whatThevidualthinking. nesting-center is parts. happening Miss Pu77Ies Lily today. toys and also promote model talks aboutorder,building last including encourageweek's reversingevents this asability. one'swell as DevelopingintegralSpatial sensepart Numberof contributes the preschool Sense to thecurriculum. study of geometry, and is an orarounding line. a canister In three-dimensionalobjects. with aThe lidEncksure pointscan enclose space, on referseither athe fence cereal.sideto canbeing can Theenclose enclose surrounded teacher the a pointanimals,helps or onbyboxed in by the sur- racytionandNumber toolsforneeded thesense work reasonableness to is solvewithin using a commonparticulara given of anculture. sense problem. answer based It andinvolves It on is the thea complex level wayan apprecia- ofnumbers setaccu- of a child'sthesaying, closed spatial "Is door the sense. lid so closedwe InAll can its ofso hang 1989 thesethe upbeads Curriculum activities our won'tcoats." contribute spill and out?" Evaluation to or the "Open overall development of interrelated concepts (Smith 1997), includingmatchingwritingreading numerals,numerals a number (Fora visual-motorto example,a set, or the"It's task. principle a three.") of 86 9 1 DIALOGUE ON EARLY CHILDHOOD SCIENCE. MATHEMATICS. AND TECHNOLOGY EDUCATION havingquestion,cardinality. an "Howintuitive (A child many?") feel counts for how five bigbeans a number and answers is. ("Is the 15 etcallythey al. find1991;found patterns Carpenterin the preschool-kindergartenand et.solve al. 1993).problems far curriculumbeyond what (Resnick is typi- seeingcrackers.)(Thebeingcloser small ableto part-whole 10 to jaror make closercould relationships reasonable tonot 50?") hold moreguesses using than sight using 100 or numbers. goldfishabstract Mr.The Toby Kindergarten has a kindergarten Program class of 15 students. At the beginning spatialThe teacher sense facilitatesthroughout the the development preschool years. of numberandthinking, sense three andpurple not counting. bottle caps.") ("I have two green bottle caps howdrentoof aeach magnetized manycount day, are and they absent. decideorange place They ahowjuice picture decide manylid ofon if themselvespeoplethe there attendance are are more thatin class chart. hasboys beentoday thanThe glued girls chil-and amountMostThe Teacher'sexperts of informal believe Role knowledge that young about children mathematics. possess Thea substantial teacher's onlycategoryweatheror vice choose versa, forchosen: theone and dayatsun, they a by certainclouds, figureplacing timerain, out a in magnetizedsnow.the the difference. morning.They knowcounter They that under chartthey canthe inmathrole grade is and to school createthe ability (Ginsberga link to between understandTeachers 1996). children's must the help more ability children formal to use constructmath informal found and elaborate upon what knowsnalcalendar, and that cardinal i.e.,young a five-row numberschildrenThey and (Schwarrzcannot sequence seven-column comprehend 1994). the day's matrix, He activities willthe with traditionalgradually both in a ordi- pocket use chart. Mr. Toby withoutcateselves.they ideasalready A the reflective that adult'sknow, would teachersohelp have they (Vygotsky nothelpscan occurred "re-invent" the child1978). spontaneously discover mathematics As children and tocommuni- for themature, them- child eachhowinga weekly a many daymore schedulein days comprehensivea container they and have then labeled beenacalendar. two-week the in school"1's The schedulecup." childrenby puttingWhen before keep there a strawintroduc- track are for 10of 87 9° SMITH tocup."straws move Sometime in to the the cup, "100's in they February cup," bundle and there them the will class and be willmove 10 groupscelebrate them of to 10thethe straws100th "10's 2. After they finish lining thechildren100 teacher.perimeter and remove beyond. Kindergarten of thethe (It table,peanuts may childrenthe take while more enjoy counting than counting 100 them peanuts towith homea party(raisins,day andof with school. sortcereal, a "GORP" into They chocolate groups will mix, decorate of chips,which 100. etc.) aconsistsThey cake that willwith ofthe enjoysmall100 students candles snacka day bring anditemsfilled fromhave Math Activity 2: SequenceName andofActivi: Ordering Mirette's (Time) Storyto line the perimeter of some tables.) thewith class many will activities participate that Thein use many circus100 creativeitems. is a popular art, creative kindergarten movement, theme. Over several days Tasks: Materials: The book, Mirette on(McCully the High 1992). Wire science,thatnumber follows. dramatic of math play, activities, and cooking some of activities.which are Adescribed teacher inplans the atext 1. Read and reread the storyb.a.events MiretteAof new Mirette, in sequence:tenant, lives and in a aretiredhighlight boardinghouse. high-wire the performer, arrives. Math Activity 1: NumberMaterials:Name and ofActiviiy Measurement Peanuts Peanut in the Perimeter shell,students, a large small bowl tables. for each pair of Math Activity 3: Measurement2. Have andthe classWeight act out and d.c.retell He teachesreturnsthis story toMirette inthe sequence. stage. to walk the high wire. Taskr. 1. In pairs, the children coveringsmalldecide table how the with toedge line peanuts. and the havingedges They of the pay a peanuts close attention touch. to Materials:Name of Pictures Activi: ofHow things Much thatsuchbaby Does are aselephant, veryaposter Baby heavy, boardandElephant picturessuch or bulletin Weigh?as a of things board. that are very light, DIALOGUE ON EARLY CHILDHOOD SCIENCE, MATHEMATICS, AND TECHNOLOGY EDUCATION Tasks: 1. Research the weight of a baby elephant. Compare it to Manyand Moser kindergartners 1984; Carpenter are able toet solveal. 1990; the following Peterson types et al. of 1989). prob- Math Activity 4: Part-Part-WholeThe2. Make a more weight/less Numberthingsthe weight 6weight that chart, mightof a withnewborn weigh pictures more person. ofor less than a baby elephant. lems by using counters or their fingers or by drawing.them.The Now clowncircus how ringhad many ninehad threepiecesclowns clowns. of are candy. in Four the He ring? more gave clowns away four join Materials:Name of Nuts Activity in the Mixed shell, Nut suchawalnuts, large Designs as tablepeanuts, and or pecans a almonds, rug. (any nuts that do not roll); a bowl; (repeatedSome kindergarten addition) children and simple can divisionalso solve (repeated simplepieces. multiplication subtraction) How many pieces does the clown have left? Tasks: 1. Make designs with two useskinds six of nuts. nuts, so each design problems. For example, candyThe in each clown bag. had How 12three pieces many bags of piecesof candy. candy. did He Therethe gaVe clown were three have? five pieces pieces to of 2. Fill(For the additional whole table math with activities,pecansyour designs. combinations, seeand Tell Smith four the peanuts. 1997.) teacher for example, It about looks like"This a star."one has rwo byMr. Thechildren Toby's Teacher's classroomto explore Role significantprovides the mathematics. time and structure Heeach encourages child needed How many children received candy? edintroducedesignsMr. Instruction Toby with simple concentrates each Approach story number problems, (Carpenteron from pattern-work 4 following to 12.and LaterMoser theand inCognitively part-part-whole1983; the year, Carpenter he Guid- will learnlectualinghis studentstheir to risks wayssupport by of respectingposing thinking. their interestingresponses Heand challenges valuing questionswith their mathematicalthe toideasclass the to andgroup. take validat- ideas. intel-They 89 9 4 SMITH confidenceFinally, hein encouragestheir ideas. all students to participate, so they gain youngCouncil child, of Teachersed. J.N. Payne, of Mathematics. 111-131. Reston, VA: National ofdevelopmentallythe the key teacher's ingredients role. appropriate forThe success:All process preschool math aof well-prepared curriculum,learning and kindergarten is never and environment, an over, awareness teachers but the a must pay attention to McCully,Ginsberg, E.A.H.P. (1992).(1996). MiretteToby'sHillsdale,cal thinking, math.on NJ:the In higheds.Lawrence The R.J.wire. nature Sternberg ErlbaumNew of mathemati-York: Associates. and G.P. T Ben-Zeev, 175-202. Carpenter,journeyReferences is worth TP., and taking. Moser, J.M. (1983). The acquisition of addi- National Council of TeachersAuthor.lumPutnam and of evaluation& Mathematics. Sons. standards (1989). for school Curricu- mathematics. Reston, VA: Carpenter, TP, and Moser,Newicaltion York: J.M. conceptsand Academic(1984).subtraction and Theprocesses, Press. concepts. acquisition eds. In R. Theof Lesh addi- acquisition and M. Landeau, of mathemat- 7-44. Resnick,Peterson, L., P., Bill,Fennema, V., Lesgold,Leadership, E.,edge and ofS., Carpenter, howand 46(4): Leer,students 42-46. T N. (1989). (1991). think Using aboutThinking knowl- mathematics. in Educational Carpenter, TP., Ansell,Journal E.,beck,tion Franke, andfor L. Research(1993). subtraction M.C., ModelsFennema, in Mathematics concepts of problemE., and in Education, Weis-grades solving: one A15: studythrough 179-202. of kinder- three. Schwartz, L.L. (1994).Jossey-Bass. eds.arithmeticCalendar B. Means, reading:class. C.In AleachingChelmer, tradition advanced and that M. begs Knapp.skills to Sanat-risk Francisco: students, Carpenter, TP., Carey, solvinggartenD.,in and Mathematics children's approachKouba, problem-solving U. Education,to (1990). the operations. A 24(5): problem processes. 427-440. In Mathematics Journal for Research for the Singer, M. (1993). PuppyYoungremodeling. says Families, 1,2,3. TeachingHong Inc. Kong: Children Reader's Mathematics, Digest 1: 104-109. 90 DIALOGUE ON EARLY CHILDHOOD SCIENCE, MATHEMATICS, AND TECHNOLOGY EDUCATION Vygotsky,Smith, S.S.L.S. (1978).psychological MindHeights, in society: processes. MA: The Allyn development Cambridge, & Bacon. ofMk higher Harvard University Press. (1997). Early childhood mathematics. Needham

91 9 6 Douglas Clements young Children and Technology Computers are increasingly present in early childhood education these changing perspectives-for the use of technology in early fromhaslicensedsettings. a computer,1:125 preschools Toward in 1984 with thehad tothe computers.end1:22 ratio of in of the1990 computers Today1980s, to 1:10 almost toonly instudents 1997. everyone-fourth preschoolchangingThis last of software.Verywhetherchildhood young the They education. childrenuse can of technology follow have For shown pictorial example, is "developmentallycomfort directions we andno longerconfidence and use appropriate." need situational in to using ask appropriatenesstheactionratio last matches (Clements 13 years, the have perspectivesminimumand Nastasibecome ratio on1993;more thatthe Coleysophisticated.principleis favorable et al.of 1997).developmentalto Researcherssocial During inter- seem(Clementsand visual to cause and cues them Nastasi to any understandWith 1993).trouble; the increasingTyping if and anything, think on availability-the itabout is keyboard a source their of hardware doesofactivity pride. not and software adap- Beyerculturalhave extended 1994; paradigms Spodek these andperspectivesResearch Brownmultiple 1993). toon intelligences include young suchchildren (Bowmandimensions and technology and as similarly has Onesenseusetations, the totally of computerchildren control, mute with four-year-oldcomputerswith physical ease. Besides can and with help emotional enhancingdiagnoses improve disabilities oftheir retardation mobilityself-esteem. can alsoand instructionDouglasmoved beyond Clements in the simplegraduate is a profissor questions school ofin toeducationthe consider department at the SUNYBuffalo.ofimplications learning and of notcomputerautism always began (Schery equitable to echo and words acrossO'Connor forour the 1992).society first However, timeFor example,while such working accesschildren at is a 92 9 7 DIALOGUE ON EARLY CHILDHOOD SCIENCE, MATHEMATICS, AND TECHNOLOGY EDUCATION toattending most types low-income of technology andResearch high-minority (Coley haset al. also schools1997). moved have beyond less access the simple question of andpeersdren Perlmutter at while the computer on 1985). the computer Researchers spent nine than observetimes while as doing much puzzles time talking (Muller to needstypesWhatwhether weof diversecomputers learningneed to populations. understandwe can should help In youngisfacilitate, somehow children bestinnovative and to aid how learn. learning,projects, to They serve com- whatcan. the ingthat(Genishi Logo95 percent work et al. of is1985). children's related (Logo to talking their is a programming comput-work dur- language designed to informationlearning.approaches.puters are They more Instead,from allow than within theytools children theiropen for bringing classroomstonew interact and efficiency unforeseen withand homes.vast to avenuesamounts traditional They fortie of workcanpromote use with it learning. to a direct friend Eventhe rather movements young than children alone. of an "turtle.") Children prefer to Thisficial.children paper The from designreviews across of the the the research Notcurriculum world every intogether threeuse and of socialbroad technology,(Riel settingareas: 1994). social arehowever, critical. inter- is appropriate or bene- usingmore spontaneouscomputers (Clements peer teaching and Nastasi and helping 1992). whenof children the computer. fosterare Therenew friendships is greater and in the pres- nology-basedFinally,action, teaching it describes curriculum with a computers,new forproject early andthat childhood curriculumillustrates education. innovative, and computers. tech- turn-takingDrill-and-practice but also software, competition.The software on the Similarly, otherthey use hand, videoaffects can games children'sencourage with social interactions. For open-ended programs such as Logo foster collaboration. interaction.atedAnSocial early by research. Interactionconcern, The findingsIn that contrast, computers are computerswide-ranging will isolate serve and children,as impressive. was allevi- Chil- catalysts for social children. Used differently, however, computers can have the effect (Clementscontentsimulation can and engender ofNastasi the playhouse competitiveness 1992). In from one thestudy,and animated aggression a t.v. 610 MT COPY AVAIIIIABLE 93 CLEMENTS aggressionseries The Smtofithat emerged attenuated with thea real themes playhouse of territoriality version of andthe (Cochran-Smithobservations also et helpal 1988). us chart children's learning progress computerSmurf(Davidson environment and andone atWright (FormantheThe side 1994). physical for 1986). the Placing teacher environment two can seats encgurage also in front affects posi- of children'sthe interactions valuablepathscomputer, towards with where aspecial goal (Wrightchildren children,Differences 1994). have as the theThis computer infreedom flexibility learning seemsto isstyles follow particularly to are reveal diverse more readily visible at the computercomputersfa.cllitatetive social activity.the interaction. invite sharing otherSuch of Placing an childrenideas arrangement amongcomputers to pause children. also closeand helps participate Centrallyto toeach keep other locatedteacher in canthe encesgroupscasiantheir in of hiddenLogo children. children. programming strengths. The For visual example, Different between nature researchers of African-Americanadvantages Logo purportedly have emerge found and was differ-for Cau- suitedother sosupervisionparticipation close as to and at inhibit an assistance optimum the children as level. needed, (ClementsTeachers but they are 1991). arenearby not constantlyto provide gramming.(Emihovichto the thinking In oneand style study,Miller ofGender African-Americana1988). post-test-only differences assessment alsochildren's emerge thinkingseemed when tochildrenstyle engage in pro- TechnologynitiesTheTeaching computer to aid with alsolearning offers offers Computers unique are unique addressed advantages ways to in assess the in teaching.following children. 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Snyder Frustrated started puter software shouldWe be used?begin Drill-and-practicewith several overarching software issues. leads What type of com- berdevicestory.using system Mike the and computer Gralish,for programs his children. ato first-grade supportto link Today, thehis teacher, base-10classroom both ofused blocks these simulations several gentlemen and computerthe of num- his-are allowsNastasitiveto gains in improvingample 1993).in certain room Discovery-based the rote for conceptual skills.free exploration However, skills software of it ischildren has more that not encouragesvaluable (Clementsbeen as ineffec- andthis lishedtechnology,leading that educational lessteachers than innovatorsneed 10To hours in-service be innovators of(Riel training training. 1994). and can Research to have keep a uphas negative with estab- the growing changes in Theyectsthisregard. spend typerather However, of more than software askedtime research whenand merely actively has they toshown are"free search assigned that explore" childrenfor to diverse (Lemeriseopen-ended work ways best 1993).. proj-towith oneetyhands-onimpact ofprogram software (Ryan experience (Wright 1993). programs, and Others1994). warned encouraging have against emphasized an brief in-depth exposure the importance knowledge to a vari- ofof childhoodexploresolve the grew task. activities. disinterested The groupAnother Research ofquite children concern soon.shows whowas that thatwere computer computers allowed activities to would 'free replace other early, exploration,TheCurriculum computer creative also and offers Computersproblem unique solving, opportunities and self-guided for learning instruction. through yieldintelligence,mentalactivities. the best software For results non-verbal example, alonethe when childrenskills,coupled on-computer long-term withwho suitableare memory,groupshowexposed off-computer toand develop-gains manual in time,integratinglumRealizing and commitment, technology this technology potential and, innovations demandssometimes, into the a (Hohmannsimultaneouscurriculum even a change 1994). demands focus in one's Effectivelyon curricu- beliefi.effort, conceptualareasdexterity.in comparisontheand improvedThose skills who (Haugland their alsooff-computer scores worked 1992). in verbal,with Ingroup addition,supplemental problem-solving, these activities, children and gained in all of these 95 CLEMENTS longgroupspent on thethat the least used computer amount drill-and-practice but of showed time using less software thethan computers. half spent of threethe gainsA times control that as manipulativeslemson isolated in geometry, facts. and It numbercomputers. emphasizes sense, discussing and patterns and with solving the help prob- of onthe arithmeticcomputer,on- and off-computer processeshow has itIn and affectedgroups mathematics foster did. children's deeper Given specifically, conceptual learning?these capabilities the thinking. computer of can provide practice symmetry,ingpictures knowledge with patterns, geometric and competence and shapes, Forspatial example, childrenorder.in working usingTammy have withsoftware demonstrated overlaid concepts programs two such grow-over- thatas allow the creation of 11100100 Drill-and-practice software can help young children develop questionable(Clementscompetence and if theNastasi exclusive 1993). use However, of such drill- it is in counting and sorting madeonlyurelapping to did thiscreate triangles this figure, a preschooler third on but onetriangle she square also exhibit that showed and did ancolored not awareness awareness exist select in the ofparts program!howthe of challenge shethis hadfig-Not shouldMathematicsvisionand-practice ofbe the "mathematically softwareNational (NCTM) Councilwould (1989): literate" subscribe of Teachers in a worldto the of Children combinatorialtowithit wouldcreate three bethree primary to abilities otherssecondary colors, (Wright are youngcolorsoften 1994). thought 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MATHEMATICS, AND TECHNOLOGY EDUCATION tangle.itturnwhat must command to The bedo the next.instructions same as He before. asfinally its he He partner!" should figured hesitated give outHe again. thethateasily turtle he "How completed must at this far use newnow? the his head-same rec-Oh, gradeAtTechnology-Based Buildingpresent, 2 curriculum Julie Blocke: Sarama materials. CurriculumandAn I innovativeare The developing project, innovative "Building pre-K Blocks to hereflecteding posed were, onthe at the problemfirst, properties not for obvious.This himselfof aboy rectangle. 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This process emphasizes Clements and Sarama 1995;The2.1. phases FusonBuildDraft curriculuman1992;of ourexplicit Hennessynine-step modelgoals. design1995). of children's process modelknowledge follow. and actions-on-objectstorepresentation:ment children's of mathematical everyday using in amathematical activities.way that mirrors Our objects materials the andtheory willactions of embody and that research relate these 4. Investigate5.3. AssessCreate anprototypes components. initial design. and curriculum.learning in the goal domain. designandon children's dis-embedding is our cognitivemodel bothfor building thePerhaps units design and blockscreating, the process.composite most importantCurriculum units. copying, aspect and uniting, soft- of the project's material 9.8.7.6. Recurse.PublishConduct and fieldpilot disseminate. teststests. in multiple settings. 98 103 DIALOGUE ON EARLY CHILDHOOD SCIENCE, MATHEMATICS, AND TECHNOLOGY EDUCATION developmentThese phases andinclude a variety a close of interactionresearch methodologies, between materials from matical building blockswaysThe materials of knowing will theemphasize world mathemati- the development of basic mathe- objects,participantclinical interviewsactions, observation. and toA activities, teachingnew technology which experiments can permits help to developers ethnographicthe reflective re- consideration of thaticspatialcally. and domain. Thesequantitative and geometric building Three concepts, mathematical blockscompetencies basedwill be on andorganizedsub-themes the concepts; considerable into will and two researchbe(2) areas: wovennumer- (1) in students'bymightconceptualize reflecting beactions learned. on and thehow The imagination nature software developer and might or contentcan that alsoprovide suggest conceiveof mathematics tools an encapsula- newthat enhancedesigns that thesorting,(3)through synthesis sequencing).both of main these areas: domains, Most (1) important patterns each to and will the functions; bediscrete (2) mathematics data; and (e.g., classifying, 410-41 limitationstechnologiesan tionimportant of a ofprocess allows ideatraditional or orthe issue. obstacles creation materials Finally, ofthat a and visiontheforce pedagogicalflexibility students less hampered ofto approaches grapplecomputer by the with developmentally"pushedthebenefit structure of down" the are appropriateother. not to youngerelementary The domains,building ages; school that blocksthey topics is, are of andbeyondnication(cf. actions Confrey, the can classroom.not extend inpossible press). the Computers Forwithmodel example, other for can media.mathematical computer-basedallow The representations materials learning commu- in Inberschildren.topics fact, or that geometricresearch Access are meaningful indicates toideas topics such thatsuch and as these depth,asinteresting large concepts however, num- to are are both not interestingrestricted. atethaton-objectsBuilding settings they Blocksare mirror(e.g., embedded willnarratives, the not goal in only tasks conceptsfantasy ensure and worlds,developmentally that and computerized procedures, building projects). appropri- butactions- also children.ple,and accessiblethe computer But toare young canthese help children.By manipulatives presentingbridge these concrete twostill concepts"concrete" ideas in for a symbolic onyoung the medium, for exam- 1 u 4 99 CLEMENTS thatMcMillensorycomputer children'scharacteristics screen? 1996; conceptions WilenskyOne of1991). the manipulatives First, it cannot are be similar assumed to do not adequately define it (Clementshas to examine and what concrete means. Sen- ascount,make tothey aid sense add, learn. in thoseorof Suchsubtractan functions.idea. knowledge meaningfullyFor example, They is build connected atunless earlyintegrated-concrete they stages,in special children ways. knowledge cannot (The have actual objects actionsthoseresearchersactions of with adults than certain found(Clements those manipulatives a mismatchwe and wish McMillen studentsamong may suggest 1996).students to learn. Second, different using For thephysical example, mental number strengthinterconnectedconcreteroot of the isits wordthe strength combination mass.concrete is What the is "tocombination ofgives growmany integrated-concrete together.") separate of separate ideas What in givesparticles an thinking intercon- in anits sidewalk ' readdentsline tothe located perform answer. the addition.This number action 5,When didcounted not adding help "one, themfive two, andsolve three, four, the four" problemthe stu-and manipulatenected structure on-screen of knowledge "buildingFor example, (Clements blocks." computer and These McMillen blocksprograms 1996). are notmay allow children to Theseandmentally, at actionsthe for same to are do time quite so countthey differentThus, have the manipulatives tocounts-6(Gravemeijer count "six, is 1, do seven,1991).7 isnot 2, alwayseight, and so nine" carryon. the meaning of the thermore,workingvaluephysically ideas with researchconcrete. (Kamii the blocks indicates 1986).However, and Students that thinkingno base-10physical must about blocks buildbase-10 their these"contain" blocksactions. ideas canplace- from be Fur- totheirthemathematical have context actions a "concrete" of in well-plannedidea. order Students tounderstanding grasp activities must the idea. use andthat theseLater, ultimatelygoes manipulatives we beyond expect reflect thesethem onin pieces)otherso canclumsy that be and more students andmiss manageablethe the manipulationssee forest only (place-value and the "clean"trees so disconnected(manipulations ideas). 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AND TECHNOLOGY EDUCATION compositedren's ability units to countof 10 (SteffebyOne 10 essentialfrom and Meinsterany cognitive number, 1997). thus"building The constructing computer block" of place value is chil- They linkdynamicallychange the thespecific very link tonature multiple the general. of therepresentations. manipulative. sentedlinkinghelps students by the the blocks base-10 make to sensesymbols.blocks of is their usuallyFor activityexample, linked and dynamicallythe the number numbers repre-to theby Theyattention, encourageprovide and a framework andproblemincrease facilitate posingmotivation. for complete problem and conjecturing. solving,and precise focus glechangesnumberstudents' blocks spokenthe actions might blocks. and gluewith Asdisplayed 10athe simple together blocks, by example, the and automatically computer then a child repeatedly when who changing thehas duplicate student16 sin-the andOf course, will, be multimedia used when theyand otherserve educationalcomputer capabilities purposes.explanations. Features should, it,sothis whichon, "10." the helps Inchild counting them constructs build alongComputers integrated-concretecomposite with the encourage computer,units of knowledge.10.students "26, 36, to 46," makeSpecif- and their knowledge explic- supportEvanssistentsuch as 1997).interaction animation,and be They consistent get music,can and also withholdsurprise aid thechildren's learning, pedagogicalelements, interestif they and goals. areespecially(Escobedo designedIn addition, con- and to computeric theoretically manipulatives and empirically follow (Clements grounded and advantages McMillenThey ofofferprovide 1996). using flexibility. a manageable, clean manipulative. binematerialaccess the to willart technology and be available science is Inan ofon summary, important teachingthe Internet. theandequity Building learning issue. Blocks withMuch the ofproject sci-our is designed to com- They canlinkrecord store,changethe and concrete and replayarrangement later and students' retrieve, the orsymbolic actions. representation.configurations. with feedback. entificsynthesisreduceence enterpriseof ofthe technology, curriculum separation with withmathematics andof research technologythe latter and education serving development practice the research in former. mathematics as a willsci- Such luG 101 EST con AVAILABLE CLEMENTS logicallybeand produced, technology sound and education.learning research situations. Materials can be based Moreover, based on on effective research these results andcan eco-then will inthese new ingredients. waysto solve WeWe believe problems, believe, that with having manipulate Papert, children that mathematical computersuse computers can be a rich source of curriculumandbe immediately teacher and educators); software applicable administratorsdevelopers. by practitioners and policy (parents, makers; teachers, and objects,Referencesbe a catalyst create, for draw,positive and school write change.simple computer programs can way.ChildrenOneFinal Integrated can Words usewho teclmology computeruse practice activitiesto software teach the can 10 same increaseminutes old stuff perachievement. day in the increase same Bowman,Biddlecomb, B.T, B.D. and (1994).Beyer,8(2):puter E.R.Theory-based microworkls.87-98. (1994). Thoughts developmentJournal onof Researchtechnology of com- in Childhood Education, their scores on achievement tests. However, towardsbecomesif the gadgets its incredibly dullest are computers, parts, more namely expensive the same the kindold and teaching ofbiased rote tionersand19-30. in earlyof a Young technological childhoodWashington, Children. education. age,DC: eds.National In J.L.Young WrightAssociation children: and ActiveD.D.for the Shade, learn- Educa- learningthatbox....Iby treating children in believe which the learn measurable withchildren by Dewey, doing like results Montessori, andpigeons canby thinking be in obtained anda Skinner Piaget about Clements, D.H. (1991).O.N.hood Currentume curriculum.Sancho, 2: technology Issues 106-131. inIn earlyYearbook and New childhood the York:earlyin early curriculum, child-Teachers childhood College eds. education, B. Press.Spodek Vol- and things.andeducationalwhat better they (Papert do.ways innovation And 1980) to sothink the must fundamentalabout be oneself better ingredients things doing tothese do of Clements, D.H., and Battista,NSFLogo-basedState GrantM.T University (1992).elemental), No.: MDR-8651668. Theof Newschool development York geometry at Buffalo/Kent Buffalo, of curriculum a NY/Kent, State(Final UniversityReport). OH: 102 _107 DIALOGUE ON EARLY CHILDHOOD SCIENCE, MATHEMATICS, AND TECHNOLOGY EDUCATION Clements, D.H., andand McMillen,Nastasi,childhoodmanipulatives. B.K. S. education. (1996). (1992). Teaching Rethinking ComputersIn Advances Children "concrete" and in Mathematics, school early prychology: 2(5): Preschool270-279. Davidson, J., and Wright,computerJossey-Bassdecade J.L. (1994). of experiencein andthe The earlyApple potential in childhood Corp.classrooms, of the classroom. micro- ed. C. 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ListenActive Shade,dren'sto the learners discoverieschildren: 3-17. in Washington, a Observingtechnological with the youngmicrocomputer. DC: National chil- Association In Young children: for the age, eds. J.L. Wright and D.D. Weir, S., Russell, S.J., andapproachtional Valente, Group to educatingforJ.A. the (1982). Psychology disabled Logo: ofchildren. AnMathematics BYTE, Education. 7: 342-360. Yelland, N. (1994). The strategies10:childrenEducation 33-49. in ofandLogo Young interactions tasks. Children. Journal of of Computer Assisted Learning, young

105 110 Edward Chittenden and JacquelineScience Jones Assessment in Early Childhood Programs Thechildren'ssures momentum on schools progress toward and in teachers reform science. ofto During scienceevaluate an education or earlier otherwise era brings of account neglect pres- for of learninghood,informed this more judgmentsprocess than should identify about support students.discrete teachers' strengths Especially inquiry and ininto weaknesses. early children's child- rushtheevaluation,science educational to education,judgment, but currently system. notbut much it thereThis also attention is interestbrings widespread anwascan opportunity paidbring interest to with assessment at allitto a levelsexplore certain and of "science"YetchanceWe thisknow to very inexplore that children's complexity learning and activities.make oftakes learning connections, time, What makes youngdoes and youngit children difficultlearning children's to needis seesocial. sci- the ventionallecting,assessment evaluation and alternatives analyzing methods.Assessment thatthe recordsare fundamentally can of belearning defined different in as order the from processto make con- of identifying, col- understandbecontext,ence to look enhance a like?first learning. purposeteachers'How do Opportunities ofyou capacities assessment know it toforwhen inobserve, thoughtful early you childhoodsee document, it? examination Given should thisand Jones Edwarda researchTesting Chittenden Servicescientist. in Princeton,and Jacqueline NJ. Chittenden Jones are is with a research the Educational psychologist, providelifeof children's of many occasions learningteachers, for maysuch but not reflection.new be approaches a routine part to ofassessment the professional could 106 lii GeneralDIALOGUE Purposes ON EARLY of AssesSment CHILDHOOD in SCIENCE, MATHEMATICS, AND TECHNOLOGY EDUCATION teachers, schools, or programs. In the past, serious misuse of tests meanings.ferentEducationalEarly kinds Childhood Often, ofassessments results. assessments The serve term area assessmentvariety equated of withpurposes itself testing. carries and Statewide yieldmultiple dif- instrumentspose,fromand other confusionsuch instrumentsas to identification, measure of purpose. thein earlysuccess mayInstruments childhood be of completely a program. designed has ofteninappropriate With for stemmedrespect one pur- toas times,tion,programs.""assessment as assessment in the Sometimesprograms" identification invokes of the science term a ofwide suggestschildren are, array in essence, aofwith more procedures special statewide diagnostic needs. drawing "testing fimc- At forearly the childhood report's recommendations: education, four purposes provide theassessments mentframework as part to supportof instruction, students' learning and develop- studentmentsupon various of work mathematics kindssamples of information,and andA portfolios.recent early literacy statementfor example, that of include classroomprinciples the assess- useand of recommendations for assessmentsassessmentstrends, and for for evaluating high-stakesthe identification programs accountability. of and special monitoring needs, differentiatingNationalearly(Distinctions childhood Education purposesassessmentof purpose Goals of preparedPanelare assessment also accentuates prominentby an (Shepard advisory thein the importance etgroup Nationalal. for the Sci-of 1997). yearsiseinformIn thisthat is instructionthepaper, to foremostenhance we andfocus teachers'function support upon of powers learning.classroomthe first of Weobservationassessment assessment start from andinpurposeto the the under- prem- early natureoftheence the panel's Education assessment; of the report possible Standards indicates, the methods consequences [National the purposesof collecting Research for determine individual Councilevidence; the 1996].) students, andcontent the As Benchmarksinteractivesons:standing the of rapid nature children's fir and Science of variableteaching. learning. Literacy nature The We classroom(American stress of children's this science function Association learning envisioned for two andfor rea- the in 107 Advancement of Science 1993) calls for interactive instruction, CHITTENDEN AND JONES this sort of evidence that teachers can rely upon when evaluating oftheinterests,which the program teacher presumes background is as defined observer that teachersknowledge, by and science shaper can themes,and respond of emergingthe units,classroom to young orskills. kits, program children's Whether the role is caseofing.whether teachers' The of science anchildren's activityeveryday education, ongoingis observations, meaningful thebehaviors richer and records, whetherandthe instructionaltheir and children evaluations.work are areenviron- the learn-In the stuff behaviorsandcritical. problem Science and solving,language instruction, must as well be which asguided by promotescurriculum by cues children's inexpectations. the children's inquiry Evidencelearningment, the (Bredekamp broader Collected the and Overpotential Rosegrant Time range 1995). of evidence for assessing enormousLearningMultipleGuiding Forms variability.inPrinciples early and childhood EvenSources of Preschoolthe ismost of rapid, Evidence carefully episodic, Assessment designed and markedassessment by Sincerationtheand youngappropriateexperiential and accommodationchildren's instructionalfactors, thinking teachers of new pace,reflects need ideas. allowing toboth Children have developmental timea good need for sense explo-time ofto programs,multipleunderstanding.instrument forms childrencannot, Instead,of evidence bymake itself, evaluation choices, from capture many of voice learningthe sources. complexityopinions, should In active and beof abasedperform sciencechild's on months,ferentsamerevisit question ways. andinteresting yearsand Importantover and phenomena; overare ideas seldom again, develop they perhaps the need result graduallyover inopportunities new of a or single slightly to lessondays, ask dif- the theytheirstratevarious produce, conversations;their investigations. interests, such as understandings,their constructions, In questions;such settings, andtheirdrawings, emergingchildren actions; or might writings.skillsand the throughdemon- work It is aGivenneatlyor regularly demonstration. sequential,this patternscheduled butofMoreover, learning, ratherbasis. markedFor the indicators example, development by detours need some to and ofportfolio be thought explorations. collected assess- is noton 108 113 mentDIALOGUE programs ONrequire EARLY that documents CHILDHOOD be collected SCIENCE, at three or MATHEMATICS, AND TECHNOLOGY EDUCATION Evidence of the Collective Knowledge developmentalmethod,four specified the goal periods progress is to of obtain(Bredekamp the year. records Whatever and that Rosegrant thereflect data 1995).the collection child's versationswithYoungof Groups whom children's among ofwe Learners have sciencechildren worked learning that remarked, really is inherentlycount "It's for the something" social. many Alittle teacher in con- pro- know.goTheEvidence beyond evidence Teachers Highlighting the collected "deficit"need to What inunderstand model early the childhoodIndividualand that highlight children's assessmentsKnows what "misconcep- children should newandhowmoting looking dimensiona child their discoveredthroughideas to and the the observations.life thatglass of by thebottom, getting fish As tank,one underan example,could such the witnessasaquarium shewatching described a whole stand the attitudesensetive;tions" they ofabout of the maylistening, world.natural reflect For phenomenaof keen askingthe teacher, observations questions are this not assessmentinnecessarily andan open efforts way, requiresunproduc- to andmake anof muchamongsea worms talk the and children, tunneling exchange and, in Althoughof theover observations. sand. the individualcourse This experience of weeks, learning it caught promotedis typically on the focus of class- instruction.children'smentattending is exemplified tointerests Forunanticipated example, and when prior as answers. teachers an experiences introduction Thiscollect stance as informationtoa stepa toward unit in onplanning assess- paper,about suchingofroom interest the asassessments, social displays and dimension knowledge of teachers drawings, abound within need records in tothe youngbe group. responsiveof classchildren's Documents discussions, to classrooms,the patternsreflect- and themadea group coursethings out of of ofthatkindergarten paper," the children unit. or "not teacherssaid sure." were made The "made chartexperience out was of revisited paper," charts from"notover learningthestandingsobservations prior environments. knowledgeof a of community group and projects. experiencesof learners Exploration can that provide students into insightthe bring under- into to MT COPY AVAIIIABLIE 109 CHITTENDEN AND JONES ForDocumentation a number of years, as anwe Approachhave been meeting to Assessment with teachers in ordinarilyexperience accessible that tends to toreview. remain unrecorded and, hence, not evidenceanforelementary approachdocumenting from and to teachers'preschoolassessment children's everyday settings thatscience attempts toexperiences learning.explore to classroombuild Documentation of observing directly strategies upon and is amongInGuidelines early the education children for Documenting classrooms, occur spontaneously most Science discussions Discussions and conversations and informally. Howev- recordkeeping.checklists,approach,listening to theseyetchildren more methods and structured collecting are more and samples systematic open-ended of their than than work. incidental tests As anor tunitiesattentiontogetherer, there for toonare shareinvestigating the also teacher's ideas occasions and children'spart, to talk whenthese about thinking. occasionsteachers some activity.bringcan become the With children oppor- some languageIn Children'sour work about toTalk date,natural we phenomena have found is that of particular children's interest talk and to sustainedlinesparticipated were by child-initiatedintended in a study toThe of facilitate children's followingquestions the science guidelines andsort ideasof learning. discussions andwere thatThese formulated allow that guide- are with teachers who cerningperhapsgrades,teachers children'sthethe and singlesubstance serves richestconversations as of a sourceusefultheir students' Of startingand evidence discussions ideas. point. to teachersHowever, In constitute the earlycon- in orlineschildren Ingroup suchof thinking somelessons, settings, control thatwhen interactions areover children not the so direction amongevidentmust deal children inor moreindividualdrift ofmaydirectly their well interviews remarks.with bring the out reviewleavecontrast behind or to consider. drawings, no artifacts Children's writings, or documents andtalk constructions, is a facet for of the the discussions teacher teaching to adult's agenda. 1. Discussions begin with "Where"Whatopen-ended are have some questions, you things seen shadows?"such made as: of paper?" 110 115 DIALOGUE ON EARLY CHILDHOOD SCIENCE, MATHEMATICS, AND TECHNOLOGY EDUCATION "What havedo you you know noticed about lately water?" about our caterpillars?" TheKindergarten following discussion Class Discussion:of a "dead" fish Theillustrates Fish how the teacher ininate their it. ownChildren terms are and allowed The2.to Children pursue teacher time aspects and shapesets space the the of stage toagendaa topicformulate for ofthatconversation the areideas discussion. of but does not dom- whethertheshapeprovides intended the thestructure agenda. fish topicbecomes is for Thedead a conversation result and how subsidiaryis that to while makethe matter allowingto that larger determination. of thea questions fish's children scales Intoof rectinggreatest or interest modifying to them. children'sTeachers3. InParticipation general, comments. steer teachers theby alldiscussion children refrain in fromis aencouraged. way cor- that encourages com- thisinvestigation. transcript.particular example, theNote: discussion Donna E;ickson, led directly a Philadelphia to a classroom kindeigarten teacher, made willbringisments one also outstrategy.from highlight evidence each A childdiscussionissues of the at or somevariety questions that point. involvesof interests that "Going are most commonlyamong around of the children; thegroup shared. circle" will it whatWhileFish "scales" I Observationwas reading were. AThe few Rainbow days later Fish I bought to the class, a fish a at child the super-asked cussions. The fullest recordsThere4. Records canare differentbe are made made waysvia of tapeeach of making recordingchild's astatements. written or record of the dis- thatclassmarket they how and noticed to brought feel theabout itscales to the the andfish. class. invited Their Sitting themdiscussion in toa circle,tell follows.us Ianything showed elsethe "You got to scrape the scales off and then cook it." shouldcharts,"observer be lists, notes. made etc. toOther Fullcapture records transcripts the key can terms aretake not thein needed,any form child's of but"experience statement. an effort Blair:Kate:Darryl: "I(Class"Was had athoughtthe fish that the die." book fish was bigger.) other fish bigger in the book?" 111 CHITTENDEN AND JONES Alina:AshleyJennifer:Sarah: R: "It"I"Fish lovenotice makes will to that eatswim me fish."he's rememberin dead." the water." trout fishing with my AshleyDarryl:Danielle: H.: Jumps"It'smovin'.""It feels not up movin'.like and my yells. It'scousin's dead.""No! fish. Fishes It's swimdead 'causein the water.it ain't Frank:Liam:Derek "It"The"Atgrandfather." reminds my eye old reminds meschool of myme we aliveof fed jelly." fish fish. in This a pond." one's alive. No. andIZoe: got set a plasticit before shoebox the children. and filled I heard it with someone water say,and put"It's the sleepin'," fish in "It'sYou dead."gotta put it in water!" (Many students agree.) Teacher:John:Earl: It's"Why?""I"It's dead. think wet. I it'ssee I can dead."the feel blood its scales.(around I thinkthe eye)." it's alive." throughouteyesand manythey on it. couldagreed. Kidsthe day keepwent I toldto check theirover the class that I'd put the fish on the table Teacher:John:Richard:Mickey: "It's"It "Why"Ismells dead." don't do bad.know." you I thinkthink it's so?" dead because I see blood." said,moving!"screamsit "No of butit's "It's thennot. moving! Yousomeone just It's out. Once there were Teacher:Shelby:Donovan:Richard: "I"Why like"Because dofish."fish. you Ifishes think think always it's it's alive." alive?" die?" deadwhenbumped because I asked the table itthe never classand moved. the about waters the fish,movin'." they By all theagreed end thatof the it wasday 112 117 DIALOGUE ON EARLY CHILDHOOD SCIENCE, MATHEMATICS. AND TECHNOLOGY EDUCATION WhereassessmentOverLessons the once past of readiness Fromearly three literacy, decades,Early was withLiteracynarrowly there some have measured,lessonsAssessment been for major primarynewer changes methods science. in curriculumworksareaddition, less are clear.the not areas. boundaries constrainedChildren's These of points waysthe by child'sscience argue of figuring development forlessons greater out but how involvementas cut a the"scientist"across world the of advancesalphabetdren'sreflect stepsa broader recognition.but toward also conception extensive reading These teacher andchangesof literacy writing participation not and entailonly recognize reflect much in the moretheoretical thatobserva- chil-than oflearning,teachers appropriate in both the assessments.fordocumentation professional and development analysis of and children's for the science design andtiontionsing otherof the young to teacher'smethods new children's models capacitieshave effortsofplayed assessment. for to an inquiry make important sense Theseand the partof methods teacher'sprint. in strengthen- Portfolios havecontribu- also ILEA/CenterReferences for Languageandprimary BibliographyPortsmouth, inlanguage Primary record NH: Education. Heinemann forms [Observations (1988). Educational The and SamplesBooks, Inc.form]. instructiontheydemonstrated need not(Jones how interrupt and assessments ChittendenInterest teaching incan sciencebut1995). build can assessmentsupon be embedded practice brings and within howthe opportunity to explore AmericanBredekamp, Association S., and Rosegrant,forBenchmarks Press.the Advancement T, for eds. science (1995). of Science.literacy. Reaching New(1993). poten- York: Oxford University scienceguageteachers.methods arts in Therethat children'sand require arescience of behavior course a instruction.central some may role criticalwell For for be teachers,early differences more childhood problematic recognizing between science than lan- the Jones, J., and Chittenden, E.tion(Vol.tials: (1995). of Transfirming2). Young Teachers'Washington, Children. perceptionsearly DC: childhood National of rating curriculum Association and for assessment. the Educa- becauseobserving of children'sthe teachers' development own limitations as readers of content and writers, knowledge. in part In Reportan early MS# literacy 95-01. portfilio. Princeton,8 Center NJ: forEducational Performance Testing Assessment Service. CHITTENDEN AND JONES National Research Council.standards. (1996). Washington, National science DC: National education Academy Press, Shepard, L., Kagan, S.L.,Draft.recommendations and Washington,Wurtz, E. for(1997). DC: early NationalPrinciples childhood Education assessments.and Goals Unpublished Panel.

114 DIALOGUE ON EARLY CHILDHOOD SCIENCE, MATHEMATICS,.AND TECHNOLOGY EDUCATION FOSTERING HIGH-QUALITY PROGRAMS DIALOGUE ON EARLY CHILDHOOD SCIENCE, MATHEMATICS, AND TECHNOLOGY EDUCATION pJuanita Copley and Yolanda Padrón ofreparing Early TeachersChildhood 'of Teachers Young Learners: in Mathematics Professional and Science Development tiredof"I wishworkshop of justbeing once or included in-service our principal in programall the would state just dotesting for some us....I work- kind am orchoseavoided science!" early science. childhood....I In fact, that's don't onehave of to the know reasons math I "Ishops just forwant grades to teach 1-6!" three-year-olds...A pre-kindergarten at my preschool. public school teacher "What is appropriate for degreeyoung...A children?preschool Is teacher the water working on her associate's ence,socialI know doskills. I I?want I I wasreally to concentratenever don't good have on atto mathdotheir any languageand math I always or andsci- reallythingsingtable activities the goingin onlykindergarten on science with every the children timemathematics? calendar I observe should the I learn?the can'tonly kindergarten tellAreimportant what count- is JuanitaPadróntionriculum Copley atis thea andprofessor isUniversity an instruction associate in theof Houston. departmentprofessorat the University in of the curriculum department of Houston. and of instruc- cur- Yolanda ningunderstandclass. teachers Early and childhood or evaluateI don't knowclassrooms my...A experienced principal how to are help in places ones." a my public begin-I don't elementary school COPLEY AND PADRON frightened"We only learnto death about of studentphilosophy teaching. and theories. I don't know I am years.increase The in testimonialstotal elementary cited, school combined enrollment with the over growing the next num- 10 if I can do it." student-teaching...A senior at a university one semester before andteachersiceber training. ofinstruct pre-primary will theItrequire is increasing also programs, specialized clear numberthat indicate trainingboth of pre-service achildren needto help for themwith moreand a understandin-service varietypre-serv- of scienceyounggood"I think job. children concepts. More I want and peopleI towantteaching be toashould teacher...itget them alternative be mathematics working sounds certifica- with andlike a pre-kindergartentionalneeds, children,children fromand programs. childrenvariousPerhaps socioeconomicwho one are of enrolled the greatestbackgrounds, in state-required, challenges, excep- however, will be to bemathematicstion that and hard!" begin and immediately...I science...A I need...and chemist figure whoIteaching know had all can'tjust the enrolled in an early ofyearallyaddress the and2020 student thelinguistically indicate educational population. that different peopleneeds Not of of backgrounds. onlychildren color will will who teachers comprise Projections come continuefrom 46 percent forcultur- the to Thecritical professional importance development to the young of early children childhood in our country.teachers Enroll-is of childhood curriculum dass in a college of education groundsnumberofhave the many students hasof studentsschool-age continued will alsofrom tochildrenhave diverse increase diverse culturalfrom at languagea variousrate backgrounds, of 12.6backgrounds. language percent; but back-many Thethe mostfour-year-oldpercentment recent in betweenpre-primary census population. 1984 indicate education and In1995, that addition, for withthere ages the projectionswill 3 greatest to be 5 has a 12increase basedincreased percent on in thethe37 learningondcent.overall languageMost student English teachers orpopulation will bilingual have be mainstreamednot has received education, increased training into yetat "regular" a in childrenrate English of classrooms. only whoas 1a sec-per- are 118 1 2 reading,Consequently,DIALOGUE writing, early mathematics, childhood ON EARLY teachers and science CHILDHOODwill beas wellexpected as help to SCIENCE, teach chil- MATHEMATICS. ANDMathematicsgenerally TECHNOLOGY like orto teachscience EDUCATIONreading or both and were other considered language-oriented to be difficult skills. youngpurposesprofessionaldren children, develop of this developmenttheirboth paper, pre-serviceoral specificEnglish opportunities and professionalskills. in-service To ineffectively manydevelopment teachers areas. teach require For oppor- these the servinger,subjectsones are not economically the they only felt determinants disadvantaged, unableKnowledge to teach.of of limited-English-proficientgood and interestinstruction. in mathematics Teachers or and science, howev- (Nationalareastunities of mathematicsfor Education the early andAccording childhood Goals science Panel teacherwillto the1997), be 1997addressed. in themost National often-neglected mathematics Education Goals Report tagedmathematicsthelower-achieving higher-level students. and Since students thinkingscience the often than expectationsskills dodevote so teachers important less set timeservingfor tochildren and the more emphasis learning to advan- learn toof participatereforms.manyteachers, of Inthewhile in addition, behaviorsprofessional knowledgeable while in developmentthe 85 classroom percent about reforms, ofprograms, suggestedin-service do thesenot byteachers exhibit thosesame sitionschildhoodstudents'mathematics associated achievement, teachers and withscience must all theaddress learnersplay professional an the inimportant mathematicscontent, development role process, inand determining science.and of dispo- early Goalsopportunitiescareersteachers Panel throughreceive report to littleinteractapprenticeship recommends support with atmore the programsthat beginningexperienced teachers' and of subject-matter othertheirteachers. teachingkinds The of At forThepresent, Early Current there Childhood is Status a large distinctionTeachersof Professional between childcareDevelopment workers edearlystrengthened.knowledge from childhood a four-year and While teachers teaching studylittle in researchskills revealedmathematics in addresses mathematicsthat andearly science, thechildhood competenciesand data science teachers collect- be of tionerssomeschools.in daycare have with Childcare attendedsituations an associate oneworkers and or or certified two child have workshops, development teachersa wide andrange in publicothersassociate of credentials areor private (CDA)practi- 119 COPLEY AND PADRON havecredential.master's, provisional Certifiedor doctoral early teachers degree. childhoodField experiencesin public certification or (short-termprivate and schools a bachelor's, workshops, often observations, sim- programsstatingimportancesionalize that teaching. should ofteacher professional be Twopreparation reinvented of developmentthose and recommendationsand professional organized standards, arounddevelopment specifically discuss stan- the bothdevelopmentgrams)ulations, the are quantity usually practica, programs. and components studentquality However, ofteaching, of such early thereprograms. childhoodand is apprenticeship a wide According professional range toinpro- scienceeralofdards. new other Inmentoring and addition, documents mathematics programs the proposeCommission or thatfor specific earlyadhere recommended childhood toteaching these standards. educators,standards the funding Sev- butfor serviceschoolscationthe 1997 Goalsprograms were National morePanel (93 Educational likely 1997),percent) to teachersparticipate than Goals they Reportin were inpublic workshops (Nationalto takeelementary college orEdu- in- ChildhoodIntegratedno document MathematicsProfessionalexists that integrates Standardsand theseScience standards. for Teachers Early professionalcourses (38 percent)associations orFew participate (50 professional percent). in activities development sponsored programs by focus specifically synthesizedToteacher create professionalwith three specific different development reference sets of professional to standardsmathematics standards: for theandNational childhood science, Science we Education Standards (National Research appropriatechildhoodInstead,on mathematics the teacherscurriculum,primary and fociinclude science emergent of professional definitions concepts literacy, development ofin management developmentallyearly childhood. for strate- early CouncilProfessionalGuidelines of1996); Teachers Standards fir Preparation of fir Mathematics Teaching of Early Mathematics Childhood 1991); andProfessionals: (National socialgies,(1996) and and proposed theemotional importance five development.The recommendations ofNational play and Commission strategies to improve on to Teaching andimprove profes- and America's Future AssociationAssociate,forCouncil Professional Baccakureate, for for Exceptional the Teaching Education and Children,Advanced Standards, of Young andLevels 1996). Children, National (National Board 120 1 4 DIALOGUE ON EARLY CHILDHOOD SCIENCE. MATHEMATICS. AND TECHNOLOGY /DUCATION toThe all integration of the documents of these standards highlighted elements common and elements specific to early childhood municationThe enthusiasm involved generated when solving in the processproblems of with inquiry, a small the group, com- integratedexperiencespre-serviceor to mathematics professional andand in-serviceopportunities and standards.science. programs for The teachers, documentsshould so provide they indicate can the meet following that these both asdiscussedand learners. the knowledge are just a few shared of the as processesdifferent thatreasoning must be strategies experienced are BecauseDispositionsIntegrated of Standardthe toward frequently MathematicsNo. expressed1: Develop and phobic Good Science reactions of early AllContentabout earlyIntegrated Childrenchildhood of Specific Standard and teachers theInterest No. Mathematics must 3: to Focusbe Them focused on and Learning on Science children, how learninggramanchildhood essential for mathematics teachers teachers component ofto andyoungmathematics ofscience any children. professional concepts, and Confidence,science, along development this with objectiveinspired successful pro- byis aginguniqueingthey to learn, and children'sabilities, monitoring and their understanding questions, interests their learning, assessing in their the naturalworldand their designing aroundinquisitiveness, understanding them.their instruc- Listen- man- and towardchildhoodpedagogical mathematics professionals experiences and science arewho critical can for model totheir the young positivedevelopment students. dispositions of early Integratedantion effective to address professionalStandard children's No. developmentlearning 4: Participate are allprogram. skills in athat Variety must be part of ofNo TeachingIntegratedlearning lecture, assignedmathematics in Standard Mathematics readings, andNo. science 2:andor Experienceobservations Science from an Goodexcellentcan take the teacher. place ofAll inofapprenticeship three aProfessional Learning sets of professional Community and Development mentoring standards experiences Opportunities emphasize shared the Situated importance with both 121 COPLEY AND PADRON designedexperienced professional and inexperienced development teachers. experiences In addition, and opportunities teacher- StrategiesIntegrated toStandard Establish No. Family 6: Utilize Partnerships Appropriate withchildhoodgrowingthat special are variedteachersdiversity needs, and children haveof specific the opportunities children who to areidentified in culturally our to schools learn needs and aboutrequires are linguistically critical. children that earlyThe mentsbyemphasizedThe Congress importance that "I in andwas the of the never Nationalthe nation's family good Education governorsinto math"the learning Goals or in "I 1990. never thatof the wereA had youngparent's establisheda scientific child state- is kindergartengrounds,different, andchildren programs. children who whocome are from enrolled various in socioeconomic state-required, back- pre- earlyandchild'smind" family childhood aredesire oftenare to essential learncommunicated programs. those to overcoming subjects.If the to youngobjectives Partnerships these children and of otherthe betweenand partnerships obstacles can stifleschool in a AnadvocatedAbilityIntegrated integrated to Implementand approachStandard practiced to No.Integrative early for 5: yearsDemonstratechildhood inCurriculum the curriculum early an childhood has been com- earlycepts,include childhood they the can effective also mathematics lead teaching to effective and of science mathematical professional teachers. and development science con- for alneglectthosemunity integrity disciplines ofThis mathematics and strategy sufficient with whichhas and time often science. teachers engaged resulted The feel in importancemathematics inmost an over-emphasiscomfortable of and intellectu- science and on a areearlyProfessionalWhat difficult childhood Works? developmentto identify. teacher and This programs mathematics section that describes specifically and science four focus ofinstruction our on pro- the withmust practice be emphasized in effectively in a integratingprofessional appropriate development curriculum. program, along Texas,science.childhoodgrams that metropolitan All teachershave of these focused and area;programs theiron education the understanding professionalhave takenregions place developmentof in mathematicsTexas; in the orHouston, of within early and 122 1 .;, 6 DIALOGUE ON EARLY CHILDHOOD SCIENCE, MATHEMATICS, AND TECHNOLOGY EDUCATION programsthe surrounding are in schoolno way districts the only or programsdaycare centers. that work; The followinghowever, opingaddressed good the dispositions Integrated towardStandards mathematics 1, 2, and 3: and effectively science, devel-expe- relationshipsequentialprogramsthere are several and description between with commonalities the the integratedof program each programbetween standards. components asthese it The was and and text developed,other the integrated effective the focuses on a riencingin-serviceprovided agoodteachers. short-term teaching, professional and focusing development on children. opportunity for It also somestandardsTrainer general introduced of commentsTrainer inModules from the previous participants section in each of program.this paper, and entationprivateStudyStudy groups schools, Groupsby an have andexpert, with beendaycare Mathematics study used centers. successfullygroups Ratherand are Science normallythan in public a formalEmphases ledschools, pres- by a manipulativesofdevelopmentEisenhower the grant, Grants eachof and 37 of andprofessionalsoftware the the regional Texas kits, development Educationalongcenters with in Agency the themodules. state provisions funded received As part the to sentativemonthlyroomteacher observations. earlyand with based childhood other on In teachersreflections one teachers local in ofschoolthe (pre-Kassigned district district to readings(grades grade in Texas, 2) 3and throughmeet repre-class- combinedcallytivetrain training trainers.for early learner-focused session Six childhood modules, for in-service teachersactivities each consisting teachers,in and mathematics. pedagogy ofwere a two-day written suggestions The sessions interac-specifi- in dardsareof12) Mathematics forresponsibleto discussTeaching mathematical for Mathematics1991). sharing Representatives concepts the (National information and Council the of Professional thiswith ofmath other Teachers council teach-Stan- dependentearlywrittena traditional childhood and on field-testedprofessional the experts effectiveness by development andclassroom mathematics of the teachers program. trainer, teachers. and Activities this evaluated program Highly were by studyerscenter at theirgroup in school.Houston. as "a key Both The professionalAnother teachersteachers study andof development three-, administratorsgroup four-, takes experience."and place regardfive-year-old in a highlythe respected daycare 123 12" children meet weekly to discuss readings specific to early child- COPLEY AND PADRON toward mathematics and science, and the assessment of young programplanence.hood, the Thechildprovide group's lead development, informationteachers activities often or assessment, for readings. consult any needed Frequentearly and adaptations. mathematicschildhood evaluations experts and of sci- the to anthechildren. undergraduategroup. One of theand participants a Thegraduate success degreeexpressed of this in approach earlyit in this childhood way:is highly "I andhave individual I and specific to classes. In one instance,The eight study-group doctoral students approach met has weekly also beento used in graduate youngdiscuss children. their videotaped Students asked interactions each other with why sions,typeThishave ofstudybeen readings, professional togroup countless and has sharing development. changed workshops of our my personal teachingTheon mathematics taping, experiences more critiques, than and anyhas science. discus- givenother andtousedthey children discussed questionedcertain asmaterials, their they children responses. did. or asThey why they theythen did, responded analyzedwhy they Ime am"Problem a anew different perspective Solving teacher." onfor children the Young and myChild": interactions A Graduate with them. Class fourth involving teacher's participation in professional develop- edunique the Integratedcharacteristics. Standards AllEach of 1, them of 2, these3, incorporat- and study 4: the groups has its own weTochild'steachers. teachspecifically integrated reasoning The designed class curriculum and deals thinking a graduate primarily appropriate and class withthe formathematicsfor assessing earlyyoung childhood children, the and young sci- focusedingotherment and opportunities.group analyzing on integratedmembers teaching However, in curriculum, their experiences. own the teacherslearning more Many positive interactedcommunity, of the dispositions discussions only reflect- with students.uses1994,ence theappropriate theAt funds present,class from has for the itsbeen young Houston Eisenhower taught children. Independent four Grant Sincetimes to payitstoSchool moreintroduction the fullDistrict than tuition 100 in 124 128 of early childhoodDIALOGUE teachers ON from EARLY the district CHILDHOOD who are enrolled SCIENCE, in MATHEMATICS, AND TECHNOLOGYarea have asked for EDUCATION similar programs. Teachers' enthusiasm for --- - the class. Class assignments include the following:mathematicspresentationclassroom coaching ofand a districtwidescience, experiences, series of workshops on mentsthis type such of as:professional development was reflectedyears!""The in teacherscom- presented the best workshop we've had in This class has become a unique way to blend both pre-serviceinportfoliosmentorship mathematics containing of a andpre-service science. assessments early childhoodof children's teacher, learning and problemsportfolio...four-year-oldswas"I"My talkinglearned mentor in about." soso manywasmuch fantastic...she waysfrom are andmy so assessmentcome smart...they really up knewwith solve such what she classandtransfermatics in-service sessions, and knowledge science professionalthe in-service teaching, into developmentpractice, teachers model writeexperiencethe programs. pedagogy and implement good During necessary mathe- the inte- to Collaborative Coaching Project much"Mathinteresting when and I answers."lookscience at curriculumfit so well together....Ithis way." can teach so Addinggratedintegration,service curriculum, the teachers important this throughprogramand early then workshopschildhood (i.e.,share the their class) standardand knowledge mentoring successfully of curriculum with programs. imple-pre- communityUniversitychildhoodTo support teachers of projectthe Houston professional asfor well thehas aspastsponsored newdevelopment three early years. a childhoodcollaborative Anof practicing early teachers, childhood coaching early the extremelyinvolvingmented the thefavorable; Integrated ability to in Student implement Standardsfact, four evaluations other integrative1, 2, school3, 4, andcurriculum.of districts this 5: the graduate in fifth the class have been dentwhosity.professor Everyteaching)have adopted not Tuesday, yet spend beguna public 18all pre-servicedaythe elementary field-basedat the school teachers school methods in (teacherthreeclose courses tocollaborative thecandidates univer- or stu- 125 - 0-* COPLEY AND PADRON debriefingcoaching session.sessions, oneWorking teaching in teams modeling of three, session, the pre-service and one teachers teach a pre- mathematicsteachers,standard: children, establishing and science.and familyfamilies We partnerships. receivedare excited the to Newfollowing teach and and experienced comments,learn more viouslypre-servicepre-kindergarten planned teachers mathematics students use peer-coaching enrolled or science at thelesson techniques school. to kindergarten As with required, each otheror the which illustrate the positive disposition of all stakeholders."Idren.... can'tlove they'veitwait when to become teachthe teachers math my andfavorite from science U subjects!" of toH comeyoung chil- encewithserviceas they thelessons teachersobserve university that childrenare they professorteaching, have and taught theirtothe discuss regular peers' during the teaching.classroom themathematics week, When teachers experience andthe meetpre-sci- "I'veand"Mathteach....we fun learned and to investigatesciencelearned more mathematics arelots witheverywhere of neat my stuffchild!"teaching at " home...it's these classes easy andgiessometheir reflectfor mathematics involvingclassroom. on the families useand After ofscience theineach mathematics professional lessons70-minute as andlearners, session,teaching science discuss the standardsexperiences, pre-service strate- in experiencedIn addition, teachersthe assignments to focus on that children's required learning both beginningyearsthan and questionsI of ever college!" and learned in four years of high school and four fessor.teachersearly Two childhood anddiscuss more practicing of their classes.these teaching teacherssessions In the experiences observeoccur remaining during the with university time,the the day theuniversity withprofessor beginning other pro- as morementsmunity.resulted when from Increasedin new teachers,we knowledgedid scores it including,this on way," for the all state "My"I members can't mathematics children believe of thelearned thelearningtest ideas andso much com- they gratedsheor teaches as professional she acoaches mathematics the standards, practicingThe or Collaborativescience with teachers. lesson the emphasis Coachingin selected on Project classrooms the sixth covers all six of the inte- thatscorehave," benefits their and belief"Look the pre-servicein at the the program.The way teacherCollaborative they solved and the this Coachingin-service problem," teachers.Project under- is indeed a program .126 130 DIALOGUE ON EARLY CHILDHOOD SCIENCE, MATHEMATICS, AND TECHNOLOGY EDUCATION plannedPre-service lessons teachers to real get children needed in experience real settings in and teaching then reflect pre- tion.growing In addition, and diverse we studenthave indicated population that, in although pre-primary knowledge educa- taughtregularteacherson lessons by teaching experience themselves taught day with professionaland or peerthethen university andcollaboratively developmentprofessor professor. input.reflect as Mostpart In-serviceon of lessonsimpor- their ingers,professionaland staffpreferenceother development considerations development for mathematics programs must of pre-service also and for bescience early addressed and childhood are in-service essential when teachers. design- teach- in the backasmatetant, we younggoalsoon....I'm left ofone children any day soprofessional wassmart benefit simply when from development. youexpressed, the are project, here!" "IA which child'shope youis comment the come ulti- cient,lyhigher-levelFor disadvantaged, example, or lower-achieving thinking teachers' limited-English-profi- skills attitudes students for economical- toward must be the development of Conclusions can"...The be expected terms and to change circumstances radically of during human the existence next andtionstheaddressed, science learning set for also since childrenof play mathematics. these an to importantskills learn areThemathematics crucialrole expecta- in to toit,belife therespondingat span. the education centerScience, to of it.of mathematics,that Therefore,today's change children they and will fortechnology tomorrow'sbe essential will causing it, shaping fore,professionaldeterminingin themust teaching address developmentstudents' and not learningonly achievement. ofthe early ofcontent mathematics childhood Theand processes teachers,and science involved there- skills, fessionalIn this paper, development we have discussed for early thechildhood critical teachersimportance due of to pro- theofworld." Science (American 1989) Association for the Advancement mentconceptsit must programs and also skills addressspecifically in thesedispositionsWe designed have content provided associated forareas. early several childhood with examples the teachers.teaching of successful of staff develop- COPLEY AND PADRON studentsstandardsWeof created mathematics suggest for these the earlythat programs and these childhood science. programs to adhere The teacher commentswere to specificallyintegrated very successful.from professional in teachers the areas Fur- and National Commission onEducationadvanced TeachingWhat matters levels. ofand Young America's most:Washington, Children. Teaching Future. DC: for (1996). National America's Association figure. New for York:the havecognitiveCoachingthermore, increased outcomes.Project it isfor importanthas those Test been students scores very to point effectivefor whose the out state teachersthatin terms mathematics the Collaborativeparticipatedof students' test National CouncilEducation of GoalsTeachersAuthor.al Panel.standards of Mathematics. (1997). for teaching National (1991). mathematics. education Profession- goals Reston, VA: Author. academicimprovetant,in the since program. theirachievement. the teachinggoal This of increase staff and, development ultimately,in students' totest is improve toscores help isteachersstudents' impor- National Research Council.standIrds.report. (1996). Washington, Washington, National DC: science DC: Author. National education Academy Press. AmericanReferences Association for Sciencethe Advancement for All Americans. of Science. Washington, (1989). DC. Guskey,Other Readings TR, and Huberman,opmentTeachers M., in Collegeeds. education: (1995). Press. NewProfessional paradigms devel- and practices. New York: National Association forearlysionalcil the for Education childhood TeachingExceptional of professionals:Standards. Young Children, Children, (1996). andAssociate, NationalCoun-Guidelines Board fir preparation for Profes- of baccalaureate, and Saracho, O.N. (1993). PreparingcationgramsPublishing ofin teachers youngthe United Company. children, for early ed. childhood B. Spodek. pro- New York: Macmillan States. In Handbook of research on the edu- 128 132 DIALOGUE ON EARLY CHILDHOOD SCIENCE, MATHEMATICS, AND TECHNOLOGY EDUCATION Spodek, B., and Saracho,teacherVolume 0.N., preparation: eds. I. New (1990). York: Yearbook Early Teachers childhood in Collegeearly childhood Press. education, NationalWeb Sites CenterEducation for GoalsEducation Panel: Statistics: http://www.negp.gov/ hap://www.nces.ed.gov/ NationalFederal Association Interagency Councilforhttp://www.naeyc.org/http://www.fedstats.gov/ the Education on Statistical of Policy:Young Children:

129 3 EST COPY AVAFIABLE Heather B. Weiss toartnerships Promote EarlyAmong Learning Families, in EarlyScience, Childhood Mathematics, Educators, and and Communities Technology P school.I don't My think granddaughter our kids have wants what a computer;they need sheat the tionand resourcesfor children on under science, five mathematics, years of age. andParents technology know that educa- their schoolswantsmillion to heredo years a computerdon't get this supply littleso bad....I thisgirl a cancomputer....The never in a for the little thechildren 21st century.need knowledge This paper and will skills in these areaspartnerdiscuss to succeed withwhy in nowparents is the and right others; time for educators to sheones....That's will have computers why I'm lookingyear-old(Aevery very day poor,forgranddaughter at aschool. schoolurban grandmother where explains her raising plans herto move six- suggesteducationtobriefly successfully key assess and components in what familyinvolve research forsupport parents a national, and indicate and practice communities;community- about in parent how and Astune this timegrandmother's to launch acomment serious, majorsuggests, effort now to isforge a very partnerships oppor- in the next year.) arguablyticesThis strategyof developmentally overlap contains with severalthe goalsappropriate key and points. processes early First, childhood ofthe early goalsbased science education and strategy. prac- and Heatherhoodamong educators. families,B. Weiss Theseiscommunities, director partnerships of the and Harvard theshould full Family focusrange Research moreof early attention Project. child- community.childrenmath education. about A sciencematerials-only This will Second,does gready not approach facilitateeducatemerely isgiving parentspartnerships. particularly parents or involve ineffec- materials the on how to teach 136- 134 DIALOGUE ON EARLY CHILDHOOD SCIENCE, MATHEMATICS, AND TECHNOLOGY EDUCATION theytive withare less those educated, families geographically most in need of isolated, help (perhaps or poor), because and it ambitious,effective, affordable, requiring newand collaborationssustainable way. and Such some a strategyadditional is supportsdoesinteraction not arework also with that needed. families, wellThird, with special the other assumption trainingparents, thatforeither. them,parents Personal and want other to help their children tymadeevaluationresources of ato few assess at tocommunity-based the developthe community efficacy, and cost-effectiveness,implement. level. efforts It also suchProvisions requires as and those sustainabili- formativeshould recom- be inginand order cansystems doto createso formust deliveringa undergirdviableFourth, strategy bothany it effort. isearly important Parentschildhood to must take and be advantage involvedscience, of and build on exist- thearemended nationalexpanded. in this (and paper perhapsSixth, before state) attention these infrastruc- efforts must be paid to creating linkedmunitiesatemathematics, new to or eachalready single-institution, and other, technologyhave that agencies can isolated or(SMT) do and promote deliveryeducation, institutions, SMT systems. rather education. sometimes Allthan com- cre- In communitiestionshipsefforts.wre necessary This among strategy thatto support the have includes various something community-based buildingprofessional to offerrela- educationanother,organizationsthe interest with for of youngparents,could developing bechildren. and encouraged with a community-based other to localcollaborate providers strategy, more of withcare these andone fessionalics,educators;early and childhood technology; groups educators education: whose Emilyin science, community earlysupport mathemat- childhood professionals; institutions and bear other on early pro- ics,centers,tiple etc.) agencies childcare is more (schools, centers,likelyFifth, libraries, to family reach a community museums,resource most young centers, strategyscience children health andthat nature involvesin clin- an parents and mul- andrialsmedia,childhood practices;and etc.). approaches education Also grants essential and (libraries,to stimulate forare informationa clearinghouse museums, community-based about science for effectiveinnovative centers, work models mate- andthe (-0 WEISS strategycollaboration; that is andimplemented. provision for the ongoing evaluation of any childhoodmathematics,educators' recognitionand and then technology expanded that interest need in the andto K-12be skills fostered period; in science, early and in understandIncreasingly,Current Opportunities the policymakers critical importance and and the ofChallenges general children's public early are development coming to The likely result is more federal, state, and localtechnologicallysectorswidespread support of the for recognition need skilled for a workforce scientifically,in both the for public themathematically, 21st and century private and shipschildcarestateto legislators theiramong and later parents, education. arelearning. now early willing TheThe childhood timepresident, to invest is right educators, in Congress, newto create and SMT enriched newgovernors, educators, partner- early and andterearly young technology childhood children's services interestEstablishing and aand growing skills new insystem science,federal of servicesand mathematics, state to early fos- childhood programs includingporttheseand early related various the childhood following: community groups development. are groups converging and The institutions due needs to a numberand that interests aim of factors, to ofsup- hoodalsonewand increaseexpandinguniversal education the Pre-K andthenumber theexisting program numberof stable programsfor and of systems organizedNorth thatCarolina's example, anddeliver ready Smartearly Georgia's partners child- Start includingtheronmentdevelopmentbroad country's public and those personalneedandrequires living parental for inhigh-qualityainteractions; stimulatingfamilies recognition moving care and that fornurturing from earlyall children,welfare brain envi- whatsibleyoungfor becauseconstitutes SMTchildren education. the and developmentally two SMT groups Partnerships educators share appropriate manyare between also goals becoming practices.those and views who more To careabout wit,fea- for accountablegivenpromotetheto self-sufficiency; increasingneed the of forreadiness early educational public childhood of pressure young outcomes; educators children,to hold schools and particularly schools to ments.findingyoungeach is children Partnershipscommitted out about who theto betweenare creating world curious, earlythrough learning eager, childhood observations questioning,environments educators and and that andintent experi- foster SMT on 132 136 educatorsDIALOGUE seem most likely ON to EARLY develop becauseCHILDHOOD the emphasis SCIENCE. on MATHEMATICS. tapped to create a more comprehensive strategy for promoting AND TECHNOLOGY EDUCATION (includingeducatorseducation.SMT is integral couldWorkingthe community) tosubstantially the together, definition for early enrichyoung of childhood high-quality children.the learning educators early environment childhoodand SMT SMT education within a community include: childcarefamily daycare centers;information networks; and referral agencies; veryexample,versal difficult delivery to the to systempublic reach Becauseschool),allfor orearly most onethere childhood young could is not, childrenargue services nor thatis therewith (akin,it will earlylikely forbe to be, a single, uni- familyparentHeadkindergarten Start; organizations;resource and centers pre-kindergarten and family programs;support programs nershipsopportunityogy.education The withinlack that to of emphasizes createa community.single a system,rich science, array These however, mathematics,of partnerships supports arguably through and canprovides technol- create part- an a healthlibraries;service(including clinics centers, homeand nature public visit centers, programs);health andagencies; museums; challengeformalformore young intense, or informalchildren.for varied,national, earlyMost and state, childhooddiversecommunities and set local coordinatingof nowlearning professional have opportunities some groups sort of group. The electronicvoluntarycableschools; and publicgroups;sites on television the World stations; Wide Web; and Someenlistingfyinterested and ofwork theother in earlywithagencies, relevant thechildhood coordinating institutions, groups and in SMT a group communitywideand education groups and get thatis its to help canidenti-effort. bein lackingThese environment thereof, types of will community for influence young agencies children.the intensity, and Their groups creativity, involvement, createnewspapers a reach,learn- or and other media. 133 1 WEISS effort.comprehensiveness,tions In can a community-based come together and effectiveness to effort,create suchSMT of anygroups education SMT and education institu-programs relevantincluding community parents; providers organizations.Now of that early developmental childcare and researcheducation, has and substantiated the criti- forandLessons Parentto share materials Educationfrom Community-Based and andresources. Family Support Initiatives parentsschool,children'scal role parentswiththat early earlytheir are development parentingworkstruggling and andtheto andbalance othercommunity later demands their readiness efforts supports on totheir belearn play goodtime. inat tiesResearchthey to experience, do shows from thattheir shape, young efforts and children tounderstand master learn discrete their more environment from facts opportuni- or skills. than In addition, a child's disposition for learn- tutionsofbusyThere stress. schedules is that muchThe work same evidenceor with tight can families budgetsbe that said many of andor the both, young families, web are ofchildren: under community constrained a greatTime insti- deal and by riencesandhising developsorother her such caregivers parents, as through storytime familyand interactions throughat themembers, library, expe- with ognizehowing.money Manyto arecreatethe communitiesoftenimportance systems scarce, of ofevenstruggle, early parent as childcare demand therefore,and community andfor with serviceseducation the involvement questionis thatincreas- rec- of TheprecursorsChildren'strips Discovery to the early forzoo Channel, learning orlearning, museum, andscience, including the a show like.mathe- theon andstandpartnershipslenge the constraints thatis critical any to successful support toon consider would-be young effort in children. willparticipants. building require It parentis some alsoThis andcriticalnew overall communityand to chal-careful- under- effortsnitythroughmatics, influences. should anda dynamic technology include This process research suchall involvingthe as curiositykey suggests players child, and that family, inobservation, children'sSMT and education commu- occurslives, gramsmanyly targeted important for involvingresources. lessons. parents PastMany efforts in of early today's to childhoodwork stable with and theeducation effective parents wereofpro- young children provide .134 138 DIALOGUE ON EARLY CHILDHOOD SCIENCE, MATHEMATICS, AND TECHNOLOGY EDUCATION parentsManycreatedno parentsof whatafter these theyearlier ever failures wanted joinedefforts were when orhad didactic the theyfailed, ones could programsfor that useexample, they it. thatYears quickly programs did of notresearch deserted. offer that institutions.buildingearlyaccessEffective learning the partnerships programs array and of development. communityhelp and parents collaborations institutions andThey other are with caregiverscreative that these support in followingon implementation lessons. and practice-based experience suggestInclude theparents and relevant institutions or groups from IngroupswithEffective general, other to programsshare agencies,communities their create partnershipsexpertise. that partnerships create that diverse allow with and allparents theserich and attractprogramsthemProgramsthe startand to doretainwhen underscorethat more drawdesigningparents for ontheir and thanparents' thechildrenreinforce those program. strengths thatare the more doimportance andnot. likely empower These to of the comprehensiveconnectinformalopportunities the early players. for childhoodand early high-quality Such learning coordinatinggroups have system are haddesigned group of some early that toformal child- build helps ora child'sParentingalsoparents' learning.educate role activities parentsin child andondevelopment. specific materials ways toSuccessful topromote promote programschildren's their Whiledinationdeterminefundinghood much services. opportunities,of howcan existing beTheyto useaccomplished resourcespromote new identify resources collective and gaps through voluntary mostin services, training bettereffectively. efforts, coor-and say,developmentallyParentingeverydayearly "skill learning life. andactivities drill").must appropriate andbe They free programs needor practice low to needcostconvey (as andto opposed focusspecific fit into on to,ways Effectiveincentivemoneytomajor initiatives early tosupport innovate. childhood require their effortswork additional and build to resourcestimelinks provide to the an Kl2 and parentsdrenlearnthat parents shouldand and discover. othercanreinforce help caregivers. All children this those approach who of a work particular in their with work youngage to with chil- hasEffectiveousshareschools aparent roleexpectations in programs to orderinvolvement. play to in prepareandrecognize promoting expertise, children that early andthe for learning. wholepromote school community entry,Theycontinu- therefore help to develop communitywide strategies WEISS an emphasis on beginning with the customer, that is, theandprovidesthat vast activitiesengage majority a rich many that and of haveinstitutions. diverse young the children.arraycollective This of learning approach, potential resources toin reachturn, opan nationaltiesinitiatingefforta comprehensive when to andinvolve outreachdesigning local the levels.and to manyboth parentsintensive the players nationaland initiative othernecessary and concerned at local bothto devel- efforts. the par- majorThisSupportKey paperComponents effort Community-Basedhas to forgeargued partnerships thatof a now National is amonganEarly opportune Strategy families,SMT timeLearning communities,to to launch a sciencean teachers).example,playerseffort centers, to and map among Information to andall foster availablenetworks kindergarten new on and existingresourcesof family creative and innovative elementary childcareand partnerships possible approach-providers, school (for effortearlyresourcesand other yearsmight onconcerned of lookscience, childhood. like, mathematics,groups some To ofstimulate that the will keyand debate focusdesigntechnology more aboutfeatures learning attentionwhat of sucha majorin and thean learninganprocesses shouldemphasis andby be partners shouldondisseminated formative continue as well evaluationat as throughoutthe on beginning an effort and its continuous toofcourse. examine this initiative are outlined in the following text: communities.maximizea combined efficiency national andand individualizedlocal approach approaches in an effort by to whetheroutcomesiterations the areoverallfor successfulchildren. strategy in and achieving the community-based their goals and

136 140 ReferencesDIALOGUE and ON BibliographyEARLY CHILDHOOD SCIENCE, MATHEMATICS, AND TECHNOLOGY Powell, D. (1991). Early childhood as a pioneer in EDUCATION parent involve- Galinsky,Dunst, C. (1994).E., and KeyWeissbourd, characteristicsgo,based IL: family B.Family (1992). andsupport Resource features Family-centered Coalition.of community- child programs. Commissioned Paper. Chica- Chicago,children:ment and IL:Obstaclessupport. University In and The ofopportunities, care Chicago and education Press. ed. S. ofL. America's Kagan, 91-109. young eds.Press.care. B. SpodekYearbook and in O.N.early childhoodSarcho. New education: York: TeachersIssues in child care 3, College Schultz, T, Lopez, M.agencyOfficechildhood E., and management, of Hochberg, Educationalreform in and sevenM. Researchpublic(1996). communities: policy. Early and ImprOvement,Washington, Front-line DC: U.S. practice, Lopez, M.E., and Hochberg,Cambridge, M. (1993). MA: Harvard Paths to Family school Researchreadiness. Project. Weiss, H., and HarvardvardBuilding DepartmentFamily Family villages Research Research of toEducation. raise Project. our children. (1993). Cambridge, MA: Har-

137 pRebecca S. New Mathematics,laying Fair and Science, Square: and Issues Technology of Equity in Preschool emotional,opmentThe period is especially andof early cognitive childhoodripe capacities. is a time Contemporary in which children's research devel- also for the enhancement of numerous social, ferencesmath,on preschoolscience, in children's and children's technology learning knowledge, hasas a consistentlyfunction skills, of gender, demonstratedand dispositions economic dif- in learnschoolareconfirms significant also achievement. that includes, the precursors experiences by Unfortunately, definition, to children's of three-, a thevulnerability young subsequentfour-, child's and to five-year-olds alearning readiness lack of cer-and to thesetand of focussocio-cultural differences for this paper.associated factors,While and earlywith developmental educationalchildhood educators inequitiescharacteristics. have serves questioned The as the appropri- madedren'smunities,tain bylearning educational parents, other and teachers, differences developmentexperiences. and result other Whileis the fromadult result some lackmembers of of purposefulof the opportunity, variation of their choices com-in moti-chil- highlyciatedpracticeateness with feasible ofvalidate "too-early" mathematics, but,the premiseif instruction, done science, thatright, educational recent andcan technologycontribute research opportunities and toare classroomchildren's not asso-only vation,NewRebecca understanding,Hampshire. S. New is associate or some profissor combination ofeducation of factors. at the ResearchUniversity of mustwheninlearning the assume tofield, instructand the developmenta position debate young hasof children prominence inshifted other to from areas one as aof aseducators question how.well. IssuesThus, ofconsider whether forof equitymany how or 138 142 standings,to encourageDIALOGUE scientific each ONyoung thinking EARLY child's and emerging CHILDHOOD problem-solving mathematical SCIENCE, skills, under- and MATHEMATICS, AND TECHNOLOGY EDUCATION oneducational Japanese experiences child care and for earlyoptimal education development by Lewis (cf., studies1995). tionspotential associated technological with the literacies. challenge1. What This of are equity.paper the keywill issuesaddressscience, of two equity ques- and with technological respect to math, education in the preschool- diversitycationBeatty's(Woodhead in recentin the (1) United perceptions (1995)1996). Statesanalysis This of research joinshigh-quality of the research history confirms early onof childhoodpreschoolother the presence nations pro-edu- of These questions warrant2. moreHow complexcan more responseseffective teaching thantheequity,age classroom period?can notcontribute be only and in the tothose greater larger specific society domains, as well? but within adversity"hoodgramsinequitable programsacross is particularlycultures learning within and opportunitiescultures. relevant(2) access Theas to it for high-qualitynotionpertains young of to children "diversity unequal early child- in and con-as illustrateandtwofully equitybroad provided both inthemes: inclusive inthe this problemseducational paper. early Thechildhood encountered equityfollowing classrooms.in an discussionwhen inequitable addressing These focuses society themes theon societytutionstemporary in iswhich to American "follow, they exist"society reflect,Many (Oakes (New believeand reproduceand 1985, that Mallory the page purposethe 1996).200). nature of Thus, Americanof the educational insti- potentialsissuesPlacing of equity inherent Educational in inmath, some science, early Inequities childhood and technology in programs. Context as well as the autonomytagethatU.S. has thanschools placedand others. individual and some In their spite children competence,curricula of numerous at significantly have an national historically educational greater initiatives promoteddisadvan-agenda over children'ssupportpretedChildren's by the theneeds development premise larger and socio-cultural abilitiesof culturaland learningand diversity interpretationscontext. are influenced Comparativein beliefs of appropriate regardingand studies inter- remainseducationalmorethe past equitable threestark. opportunities decades Throughouttreatment, that andthehave the contrastthose targeted20th available century, between diverse todiscrepancies some populationsother children's children for in 139143 NEW edyoung as a children'sfunction of educational their membership experiences in racially, have been culturally, document- and knowledgebased programs base regardingover the past the twocharacteristics decades, in of spite high-quality of a growing pre- linguistically diverse populations, with still other differences dren'sAmongassociated unequal the most with access glaring gender to of andhigh-quality such developmental discrepancies educational diversity.is chil- targetedprogramschool programs quality is may the "exacerbateJoiningpossibility these thatthe claims very the nature problemsof inadequate of thethey field's coveragewere andprograms deteriorating (Kagan and Cohen 1996). formnationsprograms of ineducational inits the failure preschool-age opportunity to Thesystematically United period. for allStates childrenprovide is unique three-some among industrialized HeadwithEarlydesigned special Startintervention to are ameliorate"needs, limited programs while to (Newthe other mostare and categorical designed impoverished Mallory for programs1996, young families. page children such 150). The as investments at the local, state, and national levels have been inca- privateresponsibilityto five-years rather offor than age. the social veryAdhering young and public,to child the isview the familial periodic that andthe abilities.surefamiliesmandated to and resultFurthermore, experiences deficit in segregated interpretations the with curriculum programs classmates of inthat eligiblesuch of often varying programs precludechildren needs typical- expo- or and their ablytion,high-qualitypable suchunderfunded, of responding educational early care typically to servicesand the education. expressed serving as Head Forless needStart example,than forhave one-thirdaffordable been since remark- incep- of and the gains.developmentalsocial,ly emphasizes In and spite emotional certainof areas, the overall aspects for developmentat example, high of developmentsuch quality cognitive the of manyexpense or preacademic asof physic:al,these of other tar- intoischildren justgovernment-fundedthe partperceived who of arethe eligible.problem,quality programs of The however. numerous shortage are joinedIssues privateof high-quality byof inequitable anand overall community- decline access programs socialtivenessgeted programs,and in educationalachieving such educational characteristicsinequities.Children parity.entering Even may those preschool limit children program also fortunate bring effec- with them evidence of 140 1 14 DIALOGUE ON EARLY CHILDHOOD SCIENCE, MATHEMATICS. AND TECHNOLOGY EDUCATION gramenough will still to attend demonstrate a high-quality diversity preschoolin their readiness or kindergarten to learn par- pro- ProfessionalsInequities in earlyon the childhood Inside education began addressing issues gramsnumerouspotentialsticular on skills theopportunities of livingandthe largerconcepts, room to society floor, visit reflecting scienceand Some experiment museums, childrenthe prejudices with playwill the withhave techno-and tana- had the Andtheof racism(cf., war yet, Dewey on whenand poverty sexism children 1911; and in Goodman thearrive the teaching multicultural at public 1952). of young education children movementlong before alsotheacquiredlogical domains have mouse a learned vocabulary of attached mathematics, a great for to deal discussingtheir science,about family's thetheir and rolecomputer. ideas technology. of andand They valueexperiences They willassigned havemay in tointerventionbeyond),school readiness those classes;services with others area history often are assignedgroupedof early settings (kindergarten and deemedthatto such they, knowledge necessary too, will forin learn theproductiveOther larger the children skillsadult and society.andmeaningful enter acquire into participationearly the concepts childhood in settings in the hope of characteristicsincludingbasedthis sort on perpetuates so-calledsocio-cultural (Oakes the1985). orclass economic Tracking and risk indicators, entificlittlethetheir larger or endeavors. nofamily's world. exposure basementSome Their to the ofinsistence thesetools will orbechildren, that thea source talka mouse however, of of mathematical amusementis an will inhabitant have or to hadsci- other of edpatingItracial also programswhere inequalities widensin other the models divideof an American ofemphasis between education, society. childrenon mathematicalincluding excluded gifted knowledge,from and partici- talent- childrenkeyappropriaterary factors technological "in the thateducational know." influence tools Their opportunities, andwhat lack discourse happens of familiarity depending inside may orthewith may classroom.on contempo- anot number lead toof elementary-ageresourcesteedandscientific those endeavors,and programs invited period and increase toavailable technological participate. the in likelihood the These literacypreschool inequalitiesthat is almost andofficial subsequent guaran- bodiesin the ES'Ir COPY AVAHABLE 141 1-15 of high-status knowledge and ways of thinking remain the prop- NEW teachers' personal and professional knowledge of math, science, withintoerty place thisof select largerdiscussions groups social, of political, childrenequityIn response inand and math, economicto their this science, families. structural context. and It inequity technologyis essential in the public schools, the controversialchallengediverseEstablishingand technology; populations fair, and feasible, teacherof foryoung andearly beliefs childrenrelevant childhood about educationalremains how educators. children a centraland goals learn. for diversethepublicationslast A.B.C.two populations decades Task that Forcehave assistof young witnessed 1989; teachers children Kendell ain steady responding (cf.,1996). increase Derman-Sparks Efforts more in tothe equitably create number and more toof AdultandFrom images prerogatives Deficits of children ofto childDeference have care historically and early defined education. the parameters As a result, differencestheseinclusive1992; children Malloryand educational other also 1998). representspecial programs In needsshort, racial for haveearly and children also linguisticeducation intensified; with minorities professionals developmental some (Harry of have responsesbeliefsdrenteacher directly about interpretations to thechildren.influence mutability ofSuch curriculum the of beliefs meaningsuch differences goals might of differencesand prompt, strategies.also influence for among example, Teacher theirchil- diverseciatedchildhoodmuch onwith as which educationa efforts function to prideto has respondof themselves.gender,not been more development, immune equitably However, to theto orthechildren dilemmas cultural field ofwho back-earlyasso- are areofsolving.lesser teacher more expectations Even often expectations the called kinds for upon ofgirls competence,questions for to complex participate teachers as explanations when, in ask scientific forvary example, asof aproblem-mechani- function boys Thesedren'sground.itself learningfeatures Therethat may are ininclude alsoinadvertentlythe keyareas teacher features of math, attitudescontribute of thescience, field regarding to of andinequities early technology. diversity; education in chil- sionsasFurthermore,cal indicatorsofand children's conceptual somefor diverse curriculum concerns differences interests while planning. areand girls viewed learning are For asked as stylesexample, legitimate to sharerather teachers "facts." expres-than 142 1 16 DIALOGUE ON EARLY CHILDHOOD SCIENCE, MATHEMATICS, AND TECHNOLOGY EDUCATION meansmight ofuse attracting the topic the of attention science ofand otherwise technology disengaged primarily learners as a learningand individual about and learning responding styles to children's and abilities. family Even backgrounds as teachers and"classor as literacies an experts," occasion of ratherall to children. single thanThroughout asout a childrenmeans the to with lastpromote severalprior the knowledge decades,knowledge asa "different strokes for mayratherreflectsstrive actually tothan thecreate just lives lead aa few,more andto an teachers'lifestyles inclusiveimplicit deference ofacceptance educational all the tochildren ofstudent environment disappointments indifferences the class that thatandtionaldifferent familyis practicesgrounded folks" lifestyles. philosophythat in knowledgerespond It is difficult has to prevailed,children's about to find and whichindividualfault respect with supports for adifferences pedagogy children educa- childhoodcultural,bein educationaloverstated. anti-sexist, educators outcomes.Put simply, and may inclusive The inhave theircomplexity miscalculatededucation commitment of movements,, this the toissue the effect cannotmulti- early on dren'ssensitivityandple their centrallearning. families. to differences to Atan the educationIf implementedleast, can itfurther for can a interferedemocratic, exacerbateuncritically, with inequities pluralistic another however, princi-in society: chil-this children'stheschool value curriculum needand legitimacy for andessential children'sNon-critical of common children's learning acceptance skills differences when and of understandings.they expected moreemphasize variationthan in children's inter- mine(Delpitknowledgethat all the 1995).children role regarded Thisand are the"different entitledas responsibility social strokes" to capital gain mentality accessofin teachersthe dominant to can the in also skills changing cultureunder- and behavioralteachersstudentests or abilities differencesto responddevelopmental does more maylittle systematicallyalsoto needs modify influence than that to tovariation.sometheir children's intellectual early Deference childhoodsocial ones. and to hoodiorrather that programsthan are deferringless advantageous that to adhere patternsIn fact, toto aof asome deference multiculturalwork, children. play, strategy and philosophy social often behav- characterizes of early child- classroomfavorlyFor defer example, of emphasisself-help practices early skillschildhoodon as intellectual a andfunction socialspecial ofcontent relations. gender,education or disability, academicSuch services variations frequent- orgoals family in 143 14 NEW background are similar in intent and outcome to many of those additionalThus, those opportunities children who to are improve knowledgeable upon existing about competencies. computers get practices described:., in the previous discussion, in that children's whenresponses.perceived such differences deferenceDespite the to require children'sbest of differential intentions, individual educational however, and cul- behindcoupledThose childrentheir with peers. teacher who need support more purposeful and guidance learning continue experiences to lag eliminatecationaltural differences goals, issues such ofencourages inequity. responsesRecent neglect studiesincrease of essential on rather the role edu-than of computer technolo- TeachertheTeacher inequitable attitudes Attitudes treatmentand knowledge and of preschoolKnowledge may also mathematics, account for science, much ofand ( edences.thisgy child'sin problem the Initially earlynatural of viewed childhoodteacher curiosity as deference an classroomand ideal interest, responseto children's can computers illuminateto the differ- gift- in essentialtionfortechnology. much of professionalism. forof Thethe teachers' secondfield of scientific half earlyHowever, of childhood this and centurythe professional knowledge education to establish statushasbase struggleda deemed reputa-derives er-assistedlearningcialmany children early disabilities instruction, childhood or as a may special classrooms while have computerprivilege. a mandated continue time Children toprovision for be typically reserved with for identified develop- comput-for spe- areaseducatorsofalmost developmental as exclusively a tocondition have psychology. formal from of certification. the professional child Few study states Consequently, knowledge movement require early in and the childhood the contentexperi- field haveespeciallyinterpretationing children considerable powerful of serves the computer motivatorcomputer's as a rewardexperience for role those in for the childrenoutside good classroom ofbehavior.who the mayserves classroom. already Thisas an childrenedchildhoodences by theirin becomescience, educatorspersonal accustomed mathematics, histories bring with toas alearnersandthem female technology to intheteacher's those classroom thatdomains. comments many are Thus, limit-early that 144 148 "boys...know more aboutDIALOGUE how that thing ON works EARLY than ICHILDHOOD do." Such SCIENCE. MATHEMATICS. AND whether mathematical, scientific, or technologicalabout which TECHNOLOGY EDUCATION reinforcesdisplayasteachers a valued their are the educational moreown gender lacklikely stereotypeof tool. to knowledge use Some computers that female in computers computer teachers'as crutches are technology willingness not rather essential thanalso to theirincorporatechildhoodthey ownfeel littleincomplete educatorsscience competence and understandingsreadily technology or admit confidence. into theirof theirthese reticence curriculum,Indeed, academic tomany explicitlydomains. based early on childhoodtheirfor girls' approaches development. education, to issues experiencesTeacher of equity. attitudes in Formath, many aboutscience, in thespecific and field technolo- ofsubject early matter also influence professionalsForBeliefs much of About thehave second debatedHow half Children the of role this of century,Learn instruction early in childhood children's inmajoritythangy certainare are generally ofplay-based learning early regarded childhood situations experiences. as educators less are critical now It areis tothealso women, children's topic the casewhoseof developmentstudy that anxieties ina vast the muchoutinterpretationslearning of ofconcrete theand early development. ofexperiences childhoodthe child's withliterature Basedcapacity objects in has togreat ofconstructemphasized the part material on knowledge Piagetian the world, value ourports,ofnewly the understanding andinterfacedefined intellectual domain between of bothcompetence of teachers'"hot the causescognition." hasemotional of contributed and This potential anxiety, conceptualization substantially solutions social sup- to ingviewchildren'sof play the of physicalinthe developmentala teacher's child-initiated environment role that needs, curriculum. has and inoften then turn, been Thisfollowing has limited interpretationcontributed the to prepar-child's to ofa helpssonalandpoor other academic relevance,to explain areas. performance Byand teacher explaining intellectual reluctance in themathematics, activity, relationship to hot-cognitionengage science, among in explorations technology, affect,theory per-also These"developmentallyThislead, ratherposition guidelines than was imposing appropriateweresupported published pre-determined inpractice" the by form the(Bredekamp educational of nation's guidelines largest 1987). goals. for 145 19 N E W toearly increasing childhood pressure professional from elementaryorganization school (NAEYC) teachers, in response admin- children'sThe role that learning teachers of oftenmathematics, assign themselves science, and with technology respect to associatedinistrators, the preschool-age and guidelines some parents Theperiod. played concept to a start valuable of formal developmentally role academic in drawing instruction appropriate educa- practice and the tion,ningetalso al.I993). reflects ofthe educational notion Although their that views experiences theconceptual about concepts how are understandings of notchildren play necessarily and learn teacher (Fennemain are opposi- plan- best nitivethebasetors' role andof development. childof parents' play development in attention children's Based toonand socialthe the especially knowledge premise and cog- ofto andposefulactivitiespursued science. teacherby has children frequently planning through served in domains play to eliminate and such other theas child-initiated mathematicsneed for pur- ingnesshasnantsage alsoand of beentoindividualappropriate accept used children'sto differences practice,support choices,teachers' this as determi-concept evenwill- structs.betweenPlay?" (GoldhaberThe constructive tide also 1994), Aplay reveals recent activities clearly article,the tension andarticulates "If importantWe felt Call by the Itmany scientific Science,relationship teachers Thencon- Can We Let Them hoodcies.culturalwhen Thus,teacherssuch differences choices for hesitate example, reinforce in to academic interfere some gender-based early competen-when child- girls or to"hands-on"mentalwhen manipulate attempting needs maxim and and torelate explore provides respond those the childrenappropriately needscharacteristics to with academic valuableto ofchildren's scientificgoals. opportunities While develop- materi- the verbalspeakingthe boysand child scientific lay prefers claim activity solitaryto the blocks, associatedplay with or whenpuzzles with thethe over waternon-English- the table.more gravitate to the dramatic play area even as willandsystematicals guarantee and their mathematical work opportunities significant makes itconcepts, lessconceptual for likely children teacher that change. such tohesitancy reflect play-based This upon minimizationto provide experiences their ideasmore 146 150 of DIALOGUEthe teacher's role ON is supported EARLY by CHILDHOOD the belief that children SCIENCE, learn MATHEMATICS, AND TECHNOLOGY EDUCATION ronment in children's learning. Contemporary theory on child What'smovingat their ownslowly. the pace, Good when, News? in fact, sometimes it is the adults who are socio-culturaldrendevelopmenttudes and deemedadults highlights contexts. alike normative acquire theSummarized relational theand knowledge, desirable processesmost often within skills, by as which a andtheoryparticular chil-atti- of andstrugglelematicUp tocapabilities this aspects to point,respond of ofthe achieving children;appropriately discussion equity to confronthas to in thefocused classrooms diverse subjects on needs, thewhere about more interests, teachers which prob- socialandexchangesa social constructivism,ideas and to and contemplatecognitive upon this optimally process perspective (Berk dependentandchallenging regardsWinsler upon learning tasks1995). interpersonal to ascomplete both theymoresectionance feel developmental optimistic little of this personal paper point goals or considersof professional view. with academicIt the is based challengecommitment; expectations. on recent of equityand advances toThe frombal- final in a learningismath,earlier science,in this informed, discussion, and technologylike influenced,This primarily new theoreticaland that anyjudged children's aspect paradigm by the ofknowledge socio-cul-children's supports of the premises laid out childhoodizationour understandings of curriculum.developmentally of how childrenappropriate learn practices and a reconceptual- in the early experiences.expectedEventural contextsvery as young theyThus, and children observesocial gender-role exchanges learnand participatestereotypes,what that is important, characterize in ethnic early tolerated, identity,educational their lives. and ofexpandedResearchersLearning knowledge prior as in toa anthropology,conceptions Socialemphasize Process theof psychology, the role child's of the solitary socio-culturaland education construction envi-have cognitiveHowever,developself-image during capacityresearch as a learnerthe toalso period understand aresuggests ofamong early thethat those childhooddifference young understandings children (Newbetween have1998a). what that the 147151 NEW morestudiespeople equitable canare essentialdo learningand what to opportunitiessupporting they usually teacher for do all (Meece children,efforts 1987). to regardless promote Such theirofcomputer, technological use of their the computersocialskills (Clementsexchanges to acquire 1994), promote advanced but not they only understandings can theiralso facilitatelearning of as roleofwell gender ofas earlyattitudes or schoolingethnic and identity dispositionsregardingThese in the theoretical formation premises of skillsmath, have and science, significantknowledge and implications for the researchplaceliteracy, within mathematics,on the collaborative teaching andThe and science learning benefits learning (Wright ofhave ofsocial science beenand negotiations Shade demonstrated (Fosnot 1994). among1996) in students as they take thematics,oftechnology social presumed science, processes Furthermore, need and toin choosetechnology early research learning between makes on in respond- the mathe- moot role tionssocialtheoreticaland mathematics ofprocess the understandings domains (Shapiro (Saxe of and1994). mathematics of Gearhart learning They also1988). as and bothsupport scienceSuch an individual newstudies themselves, interpreta- support and a ri onlectual children's or academic early needs. development For example, of number studiesto children's social needs versus their intel- whereroleparticular knowledgeof peers socio-cultural and is teachers negotiated Researchcontexts in facilitatingthrough (Forman informed social instruction 1993). byexchanges social in constructivismmathemat- within also supports the evanceetintellectual,concepts al. 1987). of illustrates what andThat developmentalthey children the are interplay learning, see the processes among personal and receive social, (Saxe rel- of cationalics,children's science, opportunities development. and technology. in Forthese example,It domainsalso suggests we can now enhance that know appropriate other that chil-aspects edu- andmentmaticalappropriate Forman of conceptsinterest social 1994). in (Ballsupport, science Indeed, and is Wilson (Jeffecriticalwhen 1995) children 1996)to their and and formationwork computersto their together ofdevelop- mathe- (Char on a rienceschildren.causedren with and that Children effectemotional require in with theiractive or cognitive jointbehavioral thinking science impairments and disabilities activities reasoning benefitwith can about more learn from problems capable aboutexpe- 148 1.52 DIALOGUE ON EARLY CHILDHOOD SCIENCE, MATHEMATICS, AND TECHNOLOGY EDUCATION them.(including Students scientific with physicaland mathematics or sensory problems) impairments that are matter highly to EarlyReconceptualization Childhood Curriculum of the takebodyobservemotivated clues of naturalresearch fromto use phenomena the supportsall physical of their the (Mastropieri available andnotion social that sensesand environment children Scruggs in order of 1995).all regarding toabilities better This opposedrespectintegratedRecent descriptorsto to (with theeither source respect teacher- of of the to content ordevelopmentalearly child-initiated). childhoodor theme), goals), curriculum Eachand emergent negotiatedof these include inter- (with (as haveandwhat New significantis important 1994b). implications to learnThese and advances for how the it role mightin our of be theunderstanding learned early childhood (Mallory of how children learn isgoalsthepretations personally belief that adults thatof developmentallymeaningful, children set for themare isconsiderably when contextually appropriate the content more curriculumrelevant, of likely new knowledgeandto includes achieve builds importanceandtationseducator Copple of in developmentally the1997)of teacherearly now childhood observationsmake appropriate explicit curriculum. about reference practice (1)Revised what to (Bredekamp the interpre-children critical Thesethattheupon, roleexpectations children rather of the than have teachers, for replaces, opportunities the curriculumwho existing have to the placecompetencieslearn responsibility afrom heavy one emphasis (New another, of ensuring1998a). on that conceptwithofknow teacher new and of arematerials,assistance guided ready toparticipation concepts,that learn will and facilitate and(2) has theconflicts. blurred nature the child's of Thethe various distinctionexplorationtheoretical forms too,eachthatthey seetheyhaveother's themselves are ample ideas. encouraged motivation Such as students a curriculumto toreflect revisitof children's critically also their requires understandings, learning on their that and ownteachers, devel- andand longervaluebetweenlearning of seen teacherteacher-directed and as development.dichotomous promotion and of to conceptualchild-sensitive the role of understanding play pedagogy. in children's is The no ticehelpopment. haveclarify Teachersresponded these points in toExpanded Reggio the (Edwards need Emilia, conceptionsto etacknowledge al. Italy, 1993; haveof New developmentally the done 1998b). diversity much toof appropriate prac- 149 153 NEW youngpractices children that may (Mallory be appropriate for diverse populations of and New 1994a). Current thinking and toorigins. model the acceptance of competence in its diverse forms computerwithtentalso with emphasizesmathematical the technology larger the context concepts,importance can relatein whichscientific of to connecting children problem live. curriculum solving, Experiences con-and other aspects of children's However,opportunitiesare typically the limited to recent participate to reconceptualization considerationDiscussions in activities ofof equitytherelated of fairness the in to mathematics,early those of accesschildhood domains. and science, and technology knowledgethinklives. critically,These deemedexperiences make critical predictions,The can bychallengealso the create and larger solve inoccasions culturepromoting problems. isfor to children competenceconsider to in the skills and cooperationScience,addresscurriculum attitudes for also andexample, problem-solvingutilizes and practicesprovides mathematics, aassociated skillswonderful science,as small with opportunity andgroups issues technology ofof to children equity. utilize to ally(andfromthe usefulness ortheir the linguistically perspectivefamilies) of such who diverse. ofknowledge are children cultur- Chil- theiring,engagetest their andown in hypothesiscapacities understandings to testing, generate with they those and can test of be theirhypotheses. challenged peers. As to childrenconfront scientific processes of observation, hypothesis generat- ownagedthedren mainstream specializedwhose to explore family oughtknowledge and lives expressto arebe (Phillips encour-outside their Forextentclassroom example, to which decisions what numerical does canChildren it also meanadvantage be struggling to encouraged divide, translates to utilizeshare, to into consider mathematicsto fair be play.fair. the concepts to make twounavailableentitled worlds, to have the(Delpit accessrole 1995).of to the opportunities teacher For children is to and embrace attempting resources both otherwiseto realities bridge 1994). They must also be viewed as Whendren'sshouldtions is doesthecomprehension be votingheard? a 16-to-7 process Such outcomeof critical notthe democratic?conceptual analysis silence serves abases Underminority ofto what promotemathematical voice condi- chil-that 150 1 4 DIALOGUE ON EARLY CHILDHOOD SCIENCE. MATHEMATICS. AND TECHNOLOGY EDUCATION Emilia,worthcomputation from Italy, social asan well athletic meanings as their project (Ball efforts onand theto Wilson disentangle long 1996).jump ultimately numericalIn Reggio andThisConclusion the reconceptualization teaching of mathematics, of the early science, childhood and technologyis curriculum comparingmeanstheinspired mathematical of distanceschildren taking tointo achievedinterpretation debate account bythe boys naturedifferent of and a handicap,of girls gendercompetencies of different competencies,and a friendly ages when increasinglyralistic,onbased what not democratic they only vital need on thatnew to society. learnchildren understandings for And lifeacquire just in asa ofcon-plu- it howis children learn, but andissues.the abilities. interest In fact, nor some the Farofability the too children's often,to respond teachers most to serious socially presume engagement complex that children have neither thatence,ceptual childrensuch and understandings knowledgetechnology, begin to playscomprehend soin toomathematics, in isa contempo-it essential the role sci- sizeinterpretationsobservation,takes the criticalplace "Our whenof role the school's of theysocial the pursue classroom foundations not fair!" moral in (Pelo of promotingdilemmas cognition 1997). behindvigorous empha-Recent the children,theclaimrary reach democratic that theof such three-, reconceptualized learningsociety. four- Whilegoals and five-year-old aremanyearly far child-might from scientificlectualandriences respectful significance canand engagement contributemathematical (Tharp not andaround only thinking,Gallimore topics to conceptual butof1988). social they Such andcanchanges expe- intel-also in therebecausehood hascurriculum teachers never implied oughtsharesNineteen to stayingthe begin belief years there"where that, ago Wright childrenjust it was 1965, are, suggested "Beginningpage 34). that educators already theirtheseicsincrease and relationships topics science children's as a to means toappreciationtheir each ofdaily other. improving lives. of the They relevancetheir can own begin ofthinking mathemat- to view and inhaven'tprimarily'knew the enoughknowledge so far" a question to(Edmonds successfully base ofof 1979, "howthe professionteach page we feel22).all children aboutPerhapswas prematurely the andthis fact confidencethat that it opti- was we nor COPY AVMLABLIE 151 mistic, given the changes in our understandings since that time. NEW responsibility for the education of young children in an immediatewhatToday, we however, ought difference to beit does doing inEarly seemat better. least childhood that a weportion know educators of a thegreat lifehave deal (several the about opportunity to make an society,opportunitiesinequitable that society. the remains problem aThe dilemma. continues bigger Simplyquestion to exist acknowledging, mayof equity be one in ofeducational asthe a resources and lies.ferenceprogramshours "Programs a day)in have the of continuing manyalso that demonstrated young work" lives children. for of minority theirthe Successful children potential and earlyandimpoverished to maketheir childhood fami-a dif- inequitiestobers,greatest the policy fact challenges. inthat makers, the Goodlad's surrounding Atand minimum, other 1984 societytaxpayers comment educators, and must many that communitysomehow schools people want"mirrorface mem- up to andicalthatchildren itpremiseon is the necessaryin ethicalthe that United it to premiseis connect critical States that withtoact advocateit upon children'sis essential the for theoretical lives; their to contribute onwell-being; the premise polit- to gationthe(Goodladbe suredifficulties when that 1984). they elite in Recent continueeliminating groups analyses of to parents trackingdo so"of school insistremains and otheronreform nomaintaining formsless efforts true of revealsegre-today such educationalchildrentheirparents' children abilitiesmust goals (Barnettbe involvedtoin supportmathematics, and inBoocock thedeciding learning science, 1998). upon andand Familiesand developmenttechnology incorporating of young into of Americanthreatensideologyspecial distinctions ofsociety.any "diversity meaningful as giftedat a effort distance" programs to close (Wells for the their educationand children. Serna gap1996) This in ities.teachers'home-schoolthe early It will professionalchildhood require relationship a curriculum. change development will in require attitude Such and amore regarding parentchange than education in anthe the increase collective standard activ- in ofetalhood achieving context as ripe offor more inequities development equitableThis in the paperand and classroom vulnerable effectivebegan by suggests tomeansacknowledging neglect. forthat Theteaching the soci- goalthe period of early child- childrenDIALOGUE particular ONsubject EARLY matter (i.e., CHILDHOOD mathematics, science, SCIENCE, and MATHEMATICS, AND TECHNOLOGY EDUCATION National Association for the Education of Young Children explosionweexpresstechnology) approach a moreof knowledge the collective end of aboutthe commitment 20th children's century, to real all we youngand are potentialwitness children. tocom- anAs is directly linked to our society's willingness to Bredekamp, S. (1987).ageearly Developmentally(NAEYC). 8. childhood Washington, programs appropriateDC: NAEYC. serving practice children in from birth through potentialsbiggestpetenciesand challenge as adults the consequences ofby thebetter next advocating century of their onwill neglect.children's be to actualize Perhaps behalf. theour CharBredekamp, and Forman, S., and G. Copple,Washington,appropriate (1994). C., Interactive eds.practice DC: (1997). NAEYC. in technology early Developmentally childhood and theprograms. (Rev. ed.). AmericanBall,References D.L., Association and andWilson, forBibliographyBenchmarks theS.M. Advancement (1996). in science Integrity of literacy. Science. in teaching: Washington, (1994). Rec- DC: Author. Clements, D. (1994). Washington,youngThelearners uniqueness child: in aDC:A technological lookof NAEYC. the to computer the future. age, eds.as Ina J.L. learn-Young Wright children: and D.D. Active Shade. 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New York: Teachers 155 159 NEW Wells,Tharp, A.S., R, and Serna,Gallimore,standing bridge,I. (1996). R. localEngland: (1988). The political Cambridge resistance University to detracking Press. in Rousingpolitics minds of to culture: lift. Cam- Under- Woodhead, M. (1996).children.quality In search The in large-scale Hague: Bernard programmes Van Leer for of the rainbow: Pathways to young disadvantagedFoundation. Review,MA:mixed Harvard schools. 66(1): College. In93-118. Working Reprinted from Harvard Educationaltogether toward rOrm. Cambridge, racially Wright,Wright, J.L., B.A. and (1965). Shade,learners D.D.,Educatingpay eds.Co. in a (1994).technologicalfor diversity. New York: age. Washington, DC: NAEYC. Young children: Active John

156 160 DIALOGUE ON EARLY CHILDHOOD SCIENCE, MATHEMATICS, AND TECHNOLOGY EDUCATION SELECTED RESOURCES 1 1 DIALOGUE ON EARLY CHILDHOOD Selected Resources SCIENCE. MATHEMATICS. AND TECHNOLOGY EDUCATION Waltham,Finding-outAllison,Activities Linda, MA. and Fun ISBNand forResources YouMartha 0-31603 and Weston. Your for 467-3. ParentsYoung 1994. Child. Pint-Size Little Science: Brown. Chicago,Carlson, Laurie. IL. ISBN 1995. 1-55652-238X. Greenoutdoors.Hands-on Thumbs. Activitiesnature Chicngo activities include Review that keeping mayPress. bea garden done indoors diary and or CompleteBorden, Marian Guide toEdelman. PreschoolHands-on 1997. Education. science Smart activities. Start:Facts Theon A BrownFile. Parents' New Paper Preschool Book. 0-93414-078-2.EducationCohen, Richard. for Young 1997. Children. makingSnail TrailsRedleaf herbal and Press.soap Tadpole andSt. Paul,flower Tails: MN. petal Nature ISBN candy. York, NY. 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179 February 6-8, 1998 andorum Technology on Early Childhood Education: Science, Policy, Mathematics,Partners, and Practice LIST OF FORUM ATTENDEES FList of Forum Marilyn Berman Cathy Bradshaw Edward Chittenden PurdueSandiAttendeesOlaiya Abell University Aina BennettRochester,CommunityScience LinkagesI. NYBertenthal in the AAASBostonMarthaDorchester, Black CollegeBronson Church MA Initiative CarnegieInesPrinceton,Educational L. Cifuentes Institution NJ Testing Service of VermontSallyUniversity Anderson Center of Charleston for the Book EveNationalLowellNational M. Bither Science Bethel Science Foundation Foundation Baltimore,CenterMadisonKaren Brown Avenue MD Family Life BuffaloStateDouglasWashington University H. Clements of New York AverillKathyWesternZoe A. Beasley ElementaryBarley Michigan UniversitySchool BarbaraWashington,OERIDepartment T Bowman DC of Education/ J. WallaceBarbaraLafayette,Sherry P. James H. BrownLA Butler Elementary Williamsville,BerkeleyUniversityGrace Davila ofNY CoatesCalifornia Bethesda,NIH/NICHDDanielLansing, B. MI MDBerch NationalJohnChicago,Erikson S. BradleyInstitute ScienceIL Foundation NationalAlverna ChampionScience Foundation Washington,DomesticMichael Cohen Policy DC Council 180 183 DIALOGUE ON EARLY CHILDHOOD SCIENCE, MATHEMATICS. AND TECHNOLOGY iDUCATION -; JudiPhiladelphia,Please Colombaro Touch PAMuseum LindaMinneapolis,Lois Edwards Espinosa MN ARLittleBarbara HIPPY Rock, Gilkey AR BerkeleyUniversityKimi Hosoume of California NationalCarolUniversityJuanita Copp V. Association Copleyof le Houston for the JoyceNationalColumbiaUniversity B. Evans Science of Missouri Foundation AimeeNationalBostonCarole Guidera GreenesUniversity Alliance of Business JohnNationalDanielBerkeley, Hunt Householder ScienceCA Foundation NationalMargaretWashington,Education Science B. of CozzensYoungDC Foundation Children FrancisUniversityGreta G. M. 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M.,A., 56 18,50-5755-56 InclusionIllinois,"If We Call childcare model It Science, for waiting school Then(Goldhaber), list, science, Can34 We 10-11 146Let Them Play?" GoalsGlaserfield,Glaser,Gender for America's R.,differences, Von, 54 81 Children, computers, 32 learning styles and, 94 InformalInfantIncome mortality, gap learningeducation, between 29 experiences, 10-11 rich and poor 76,77 children, 29 Hawkins,GunGralish,Graduate violence, Mike, EquivalencyDavid, children95 9 Diplomaand, 29 (GED), 46-47 James,IQ,IntervalInhelder, 63William, numbers, Barbel, 51 64,65,6763 188 191 DIALOGUE ON EARLY CHILDHOOD SCIENCE. MATHEMATICS. AND TECHNOLOGY EDUCATION Jones,Kindergarten Jacqueline, 14-15,20,106-114 whatlifting works?, refrigerators 11-12 and learning about levers, 12-13 Kuhn,Koralek, T, D.65 G., 36,37 mathematicskindergarten classprogram, discussion: 87-90 the fish, 111-112 Massachusetts,Markman,Malcom, Kelly,Lindsey, E. M., 8state 5112 spending for preschool programs in, 15,34 LearningLanguage arts, mathematics and science, 16 beliefsas a social about process, how children 147-149 learn, 145-147 Mathematics and science commonalitieschangesas gatekeeper in math, subjects, of science,mathematics 9-10 and technology, and science 44-46in early Learning windows, 3 recognizingobservinglearning by young rote,the limits 42-43children, of young 66-67 children's, 67-68 implementinggeneralearly childhood education programs, mathematics, initiatives,childhood, 46-48 23 17-18,20-21,84-90 78-79 LogoLivingLind,Lewis, K.,(computer standardsC., 76 139 amongprogramming poor children, language), 29 93,94,97 U.S.teachinginmaterials the ranking preschool thedevelopment teachers,in math curriculum, scores, 19-20 and dissemination, 29 16-17,19 22-23 MakingLow-birth sense weights, of the children world, 8-9 born with, 29 thebuilding great theequalizers, bridges, 9-10 10-11 ModelsMissouri,MilitaryMemory, Child 65Parents Care As System, Teachers 4 program, 46 189 INDEX of inclusiongood practice model in forearly school childhood science, education, 10-11 20-21 National Education Goals Panel, 29, 107 Goals for America's Children, 32 MotivationMontessori model, 20 employingpreschool, 11 motivation in math, science, and technology NationalNational Science GovernorsScience Education Foundation Association, Standards (NSF), 46 (NSES), 6-7, 20, 73, 79 79,National 107 Education Goals Report, 119, 120 Murphy,Mr. Rogers, G. 47-48L., 55-56 student, 4 education, 68-69 Elementary,DivisioncollaborationBuilding Blocksof Research,Secondary, with project, the NationalEvaluation, and97 Information Urban and League Communications, Science and (ESIS)AAAS, 711 NationalNationalMuseum Academy Associationprograms, of Sciences, 10 for the Education44 of YoungNational Children Research Council, 45 NaturalNational phenomena, ScienceUrban League, Teachers animate 11 Association objects and, (NSTA), 8-9 3-4 Division, 7 NationalNational Association Association of ofElementary EarlyDepartments(NAEYC), Childhood School 9, of 35-36, Education,SpecialistsPrincipals, 43 44, 44in44 73 State NominalNewNeurobiologyNaturalistic York, numbers, statelearning research, spending 63-64 experiences, brain for preschoolfunction 76-77 and, programs 3 in, 15, 34 National CommissionEducationCouncil of Goals,Teachers on Teaching86, 23, 96,of 46, Mathematics 123 122and America's (NCTM), Future, 44,120 45, NumbersNovak,North Carolina, J., 79, 80 childcare centers in, 34 child's conception of, 63-64 190 193 Nursery schools,DIALOGUE education of children ON EARLY enrolled CHILDHOODdeveloping in, 15-16,33 number SCIENCE, sense, 86-87 MATHEMATICS. AND TECHNOLOGY EDUCATION conservationchild's conception error ofdichotomy, numbers, 52-53 63-64 PackardOrdinalOfficeOakes, of J., numbers,Foundation, Educational 73-74 63 30 Research and Improvement (OERI), 6 theorymotivation,formaldevelopmental ofoperations cognitive 68 stages and development, ofsymbol learning, systems, 3 81,82 67 ParentsPadnin, Yolanda, 20,21-22,23,117-128 lessons from community-basededucation initiativesand family for support, parent 134-136 PolicyPlay, conCepts implications, of, 146 40-41 thetransductive basic skills thinking, approach, 64,65 42-43 Partnerships,Parents As Teachers 130-132 programs, 46 currentparental opportunities and family involvement, and challenges, 130-131 132-134 high-risktheconstructivistchanges developmentally in children, math, theory, science, 48-49 appropriate 41-42 and technology, practices view, 44 46 43 44 lessonskey components from community-based of a nationaleducationty-based strategy initiatives early and SMTtofamily support for learning, parent support, communi- 136 134-136 thetheoriestheimplementing social-context romantic of development view, programs,perspective, 42 and 46-48 43 learning, 41 Piaget,PhenomenalisticPerceptual-to-conceptual Jean, 80 causality, dichotomy, 65 52,53children's capacity to construct theories and concepts, 55,145 PreparingPrenatalPractitioners,Poverty, care,children teachers 29attending in, of 29,32 young the Forum, learners, 23 117-119,127-128 INDEX currentcollaborative status coachingof professional project, development 125-127 for early Professional development of early childhood teachers.Preparing See teachers of young learners problemintegrated solving professional graduate standardsmathematicschildhood class, 124-125 for teachers, early and sciencechildhood 119-120 teachers, 120-122 Purposivism,ProjectProgressiveProfessional 2061,14 theory, Standards 64-65 43 for Teaching Mathematics, 123 whattrainerstudy works?, groups of trainer 122-127 with modules, mathematics 123-124123 and science emphases, ResearchReggioRecallRacism memory, Emiliaand agenda sexism model, 65 in issues,early 20,149 childhood 141-142 science, mathematics, and Preschool equityeducationconcept issues development of inpreschool preschool in children, preschool mathematics, 15-16 children, science, 50-57 and Robin,Rice,Resnick, K., A., L.81 54 B., 81 technology education, toward a, 6-7 mathematicsguiding principles and science of preschoolcurriculum,technology, education assessment, and 19138-153 preschool 108-109 ScienceSamples,Romantic assessment Bob, or Rousseau 10-11 in viewearly ofchildhood young children, programs, 42children's 14-15,20,106 talk, 110 ProcessProblemPrivate homes,skills, solving, 78 education encouraging of preschool inquiry through,children 79-80in,models, 15-16 11 guidingguidelinesgeneraldocumentation purposesprinciples for documenting as of anof assessment preschoolapproach science toassessment,in assessment,early discussions, childhood, 108-109 110-111 110-111 107-108 192 195 DIALOGUE ON EARLY CHILDHOOD SCIENCE, MATHEMATICS, AND TECHNOLOGY EDUCATION lessonskindergarten from earlyclass literacydiscussion: assessment, the fish, 113 111-112 Social inequalitiesinteraction, in93-94 educational programs, reproducing, 21-22 Science for in Allearly Americans, childhood, 73 73-74 commonalities of sciencechildhood, and mathematics 78-79 in early StateSpatialSocial-contextSocial of process, sense, early childhood developing,perspective, learning programsas 75,8643a, 147-149 in America howinformalhowencouraging science fundamental learning concepts inquiry experiences,concepts are through acquired, and problem 76,77skills 76-77 develop, solving, 74-7679-80 participationthechallengesbarriers need to for high-qualityfor early rates, the childhoodfinure, 32-34 experiences, 36-38 education, 32-36 30-32 thestructuredsciencenaturalistic theoretical content learning experiences,basis and experiences, cognitiveof science 76-77 capacity, education, 76,77 81-82 80-82 State spending, for preschool programs, 15 wherequalitypoverty, are of 32 care,the children 34-36 and who's minding them?, 29-30 Seefeldt,ScienceScience, 7eacher, mathematics,C., 33-34 10 and 132-134,136technology (SMT) education, 131, TeachersStructuredStereotyping, learning 52 experiences, 76,77 preparing teachers of young learners, 20,21-22,23, Smith,Single-parentSimon,Sesame Street,SusanH. A., families,47 Sperry,54 17-18,20-21,84-9029-30 teacherrole in mathematics,preparation,attitudes and 21 knowledge, 87,89-90117-128 144-145 193 INDEX Technology teaching the teachers in mathematics and science, 19-20 Vermont,University state of Houston, spending 125-127 for preschool programs in, 15,34 Television, 10 youngcomputerschanges children in math, and, and, science,17,45-46,66,92,93-94 15,92-102 and, 44-46 WhoWestVygotsky, Cares?Virginia, Lev, Childcare lack80 of childcare TeachersAmerica centers and (report), the in, Quality 34-3534 of care in TexasTexas,The Education childcare What, Why,waitingAgency, and list, 123 How 34 of High-Quality Childhoodprograms, Educa- 47-48 YoungYears children of Promise and technology, (report), 12 15,92-93,102curriculumBuilding Blocks and computers, project, 97-102 95-97 Theories Dodge),tion: A Guide 36 for On-Siteconcepts Supervision and, 55-57(Koralek, Colker and teachingsocial interaction, with computers, 93-94 94-95 TransductiveTide I, 4 thinking, understanding young children's,theoreticalof development 64-65,67 basis andof science learning, education, 41-44 80-82 194 1 5 S6T

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