Supporting STEM in Early Childhood Education

Policy Issues in Nevada Education College of Education

1-1-2017

Supporting STEM in Early Childhood Education

Jennifer Buchter University of Nevada, Las Vegas

Maryssa Kucskar University of Nevada, Las Vegas

Conrad Oh-Young University of Nevada, Las Vegas, [email protected]

Jenna Welgarz-Ward University of Nevada, Las Vegas, [email protected]

Jeff Gelfer University of Nevada, Las Vegas, [email protected]

Follow this and additional works at: https://digitalscholarship.unlv.edu/co_educ_policy

Repository Citation Buchter, J., Kucskar, M., Oh-Young, C., Welgarz-Ward, J., Gelfer, J. (2017). Supporting STEM in Early Childhood Education. Policy Issues in Nevada Education 1-12. https://digitalscholarship.unlv.edu/co_educ_policy/2

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This Article has been accepted for inclusion in Policy Issues in Nevada Education by an authorized administrator of Digital Scholarship@UNLV. For more information, please contact [email protected]. Supporting STEM in Early Childhood Education

Jennifer Buchter, M.Ed., MSW, LSW Maryssa Kucskar, M.Ed. Conrad Oh-Young, Ph.D. Jenna Weglarz-Ward, Ph.D. Jeff Gelfer, Ph.D.

Research has demonstrated that the drive to explore, interact and observe in human beings begins in early childhood, long before middle and high school, and even before elementary school. At the same time, the nation’s economy is moving toward technologically based industries, creating growth in demand for workers proficient in science, technology, engineering and mathematics (STEM). The question is, how can Nevada cultivate a generation of adults that is prepared to thrive in the 21st century economy? The answer is, begin recruiting and training them to serve in Early Childhood Education (ECE) capacities. Despite overwhelming evidence in support of this approach, high-quality STEM programming has not yet been incorporated into ECE. Nevada Facts & Statistics positioned to participate in that high-growth • By 2018, STEM-related jobs are projected to facet of the economy. increase to nearly 50,000, a 25 percent increase • In the 2015 legislative session, $882 million from 2008 levels. was committed to education, including STEM • A report by the Brookings Metropolitan Policy instruction. Program in partnership with the University • SB 345 created an advisory council to address of Nevada, Las Vegas, Cracking the Code barriers within our state’s educational system, on STEM, a People Strategy for Nevada’s with the intent of improving STEM outcomes Economy, found that the K-12 education in K-12 and postsecondary institutions. system is inadequate to address STEM educational outcomes. Considerations for Future Actions Producing STEM programming in ECE is both U.S. Facts & Statistics uniformly supported by the education communi- • During the first decade of the new millennium, ty and straightforward to execute. Recommended the demand for STEM-related careers measures include: increased by 14 percent nationally. • Require high-quality teacher preparation and • Advancing American students from the middle professional development for ECE educators in to the top tiers in mathematics and science is a STEM methodologies. federal educational priority. • Utilize STEM curriculum that aligns with • The National Science and Technology Next Generation Science Standards (NGSS) Council, along with the Committee on STEM and National Association for the Education Education, the National Association for the of Young Children (NAEYC) recommended Education of Young Children, and the Next practices. Generation Science Standards concur the • Incorporate NGSS science standards as part of exposure to STEM during early childhood is state early childhood standards and report these critical to establishing an optimal educational measures. trajectory. • Work with the Advisory Council on STEM initiatives within the Department of Education Recent Actions in Nevada to include early childhood as a component of • In 2013, Nevada developed an economic Nevada’s statewide plan. diversification plan entitled,Moving Nevada • Utilize existing facilities outside of formal Forward: A Plan for Excellence in Economic school settings to bring STEM content to Development. This plan explicitly called for students, especially those in low-income or increasing STEM-related jobs so the state is high-need schools (ie.; discounts for young

1 Buchter et al.

children to museums, advertising state parks toddlers develop 700 neural connections every sec- and recreation areas, etc). ond. These biologically driven neurological processes and natural curiosity of how the world works Statewide Benefits of Future Action make early childhood an optimal time to introduce • As tremendous growth occurred between children to scientific inquiry. This sensitive period 2000-2010 within sectors such as biomedical of development must be utilized to start children engineering (62 percent), systems software on the right path to be successful in STEM (sci- development (32 percent) and medical sciences ence, technology, engineering, and math) and oth- (36 percent), Nevada has been missing out er content areas because, once these neurological on opportunities to grow economically while pathways are developed, they go through a prun- diversifying its economy. ing process in which synapses that are not used are • Addressing this issue by broadening access to eliminated (National Scientific Council on the De- high quality STEM curriculum is also likely veloping Child, 2007; Neurons to Neighborhoods, to improve the state’s overall educational 2000: Shonkhoff, 2000). This paper will examine outcomes, removing an additional obstacle to current state policies and educational practices be- recruiting new businesses. ing implemented as they relate to STEM’s nexus • Professional development opportunities for with early childhood development. Recommended educators also serve to connect teachers practices from early childhood professional orga- and families to public- and private-sector nizations will be examined in addition to research professionals and community resources. on STEM education in early childhood. Lastly, a review of what other states are implementing will Implications of Maintaining Status Quo be provided. • While there has been some growth in technology-related jobs in Nevada, that growth State of Nevada’s Need for STEM lags far behind the national average. Barring Nevada has recognized the critical need intervening variables such as early adoption for highly qualified STEM professionals in sup- of STEM curriculum, this trend is unlikely to porting and diversifying Nevada’s economy. In change significantly. 2012, Nevada adopted an economic diversification • AB 449, which enjoyed broad bipartisan plan, Moving Nevada Forward: A Plan for Excel- support, was designed to restructure and lence in Economic Development (Nevada Board of re-energize economic development in Economic Development, 2012), which focused on Nevada. This goal remains a focus item at the increasing technology jobs in the state. While there state level, but the lack of STEM-qualified has been some initial growth in technology-related employees inhibits its progress. jobs, current systems in Nevada have not be able to • Last decade’s recession demonstrated Nevada’s keep up with demand, as there still are not enough susceptibility to economic downturns, qualified professionals to meet the projected- de especially those affecting tourism. While the mand. This trend is exacerbated by projections that leisure and hospitality industry remains critical STEM jobs in Nevada will increase to 49,460 jobs to our state’s economic well-being, continued by 2018, up from 37,220 in 2008 (Nevada Board over-reliance upon that sector fosters continued of Economic Development, 2012). Because Ne- vulnerability at the local and state levels. vada continues to struggle in producing a highly trained and highly qualified STEM workforce, Ne- vadans are losing out on economic opportunities Introduction (i.e., higher-paying jobs). Furthermore, this has the The early childhood years, birth to age 5, potential to negatively impact our state’s economic have long been accepted as the most critical point stability. Fortunately, this has not gone unnoticed in neurological or brain development (National by the Governor’s office as he addressed these con- Scientific Council on the Developing Child, 2007). cerns in the State of the State Address, and includ- Children are born curious, naturally exploring ed $882 million in education funding to include and interacting with their world (Piaget, 1952; El- and expand on STEM education, recognizing and kind,1976). During the earliest years, infants and committing education systems to the need for more

2 Supporting STEM in Early Childhood Education

STEM workers (Nevada Board of Economic De- and STEM outcomes, including children who are velopment, 2012). English language learners or at-risk for academic These issues are not isolated to Nevada difficulties and can be found nationwide. The projected increase in need for STEM careers nationally from Waiting Until Kindergarten is Too Late 2000-2010 is as follows: 14 percent in overall A report by Brookings Metropolitan STEM fields, 16 percent in mathematics, 22 per- Policy Program in partnership with University of cent in computer systems analysis, 32 percent in Nevada, Las Vegas, Cracking the Code on STEM, systems software development, 36 percent in med- A People Strategy for Nevada’s Economy, iden- ical sciences, and 62 percent in biomedical engi- tified the crisis in Nevada’s early childhood- pre neering. The federal educational priority has been school-12th grade education system to adequately to advance American students from the middle to address STEM educational outcomes (Lee, et al., the top tiers in math and science (U.S. Department 2014). Recommendations from this report include of Education, 2016). developing guidelines for STEM education pro- In 2013, Nevada Senate Bill 345 was ap- grams, creating a preschool-12th grade competitive proved, taking effect July 1, 2013. This bill creat- grant program, incorporating computer science in ed an Advisory Council on Science, Technology, preschool-12th grade education, encouraging stu- Engineering, and Math within the Department dent excitement about STEM and STEM careers, of Education. This council is to report their rec- and increasing STEM outreach efforts to all stu- ommendations for curriculum and instruction in dents. STEM in public schools to the State Board of Edu- These recommendations align with Next cation, the Governor, and the Legislature. Appoint- Generation Science Standards (NGSS) and Nation- ed members include the Superintendent of Public al Association for the Education of Young Children Instruction, the Chancellor of the Nevada System (NAEYC) recommendations, as well as federal of Higher Education, the Executive Director of initiatives to include preschool in STEM educa- the Office of Economic Development, the Direc- tion reforms (Committee on STEM Education and tor of the Department of Employment, Training, National Science and Technology Council, 2013). and Rehabilitation, and 13 appointed members Early childhood is a critical time to begin quality that include classroom teachers in STEM content STEM education, as research has suggested that areas as well as school administrators. According this period of development to be optimal for set- to the Nevada STEM Coalition website, the target ting children on a STEM trajectory, increasing the audience is K-12, higher education, and workforce diversity of students who are interested in STEM development. At this juncture, early childhood has and competent to be successful in STEM fields not been incorporated. This Council is tasked with (Eshach & Fried, 2005; French, 2004; Gelman & creating a strategic plan to develop STEM educa- Brenneman, 2004; Inan, 2007; Watters, Diezmann, tional resources to serve as a foundation to support Grieshaber, & Davis, 2000). It is clear that in order the workforce and higher education, to identify stu- for the state to succeed in diversifying the econo- dents in the state who excel in STEM, and identify my by increasing the number and quality of STEM and award no more than 15 schools with exemplary professionals, the current crisis in Nevada’s pre- STEM outcomes. In addition to this recognition, school-12th grade education system will need to this council is also tasked with conducting a survey be addressed (Lee et al., 2014). Simply put: wait- of STEM educational programs in Nevada and in ing until kindergarten may be too late (Lee et al., other states to identify recommendations that could 2014). be implemented in Nevada. In 2015 the Nevada legislature passed Achievement Gap the Read by Third Grade Initiative, Senate Bill It is critical that effective inquiry-based 391. This initiative will begin implementation in scientific opportunities in STEM areas be- incor 2017 to promote effective literacy supports and in- porated to address the achievement gap, increase struction for students in kindergarten through third outcomes in STEM areas, increase the number of grade. STEM inquiry based curriculum can help students and professionals entering STEM fields, support this initiative through increasing literacy and increase the representation of minorities, wom-

3 Buchter et al. en, and low-income students in STEM majors and lone, 2004 p. 405). fields. The achievement gap in STEM continues to Recommended Practices persist across grade, race/ethnicity, socioeconom- Professional organizations such as the ic status, and gender (Lee, 2005; National Science National Science Teachers Association (NSTA), Foundation, 2001, 2002, 2015; O’Sullivan, Lauko, NGSS, and NAEYC have acknowledged that it Grigg, Qian, & Zhang, 2003). These discrepancies is essential to begin scientific inquiry in the- ear are found across virtually every study (Lee, 2005) liest years (Eshach & Fried, 2005; French, 2004; and are prevalent from the very beginning of a stu- Gelman & Brenneman, 2004; Inan, 2007; Watters, dent’s school experience. Studies have suggested Diezmann, Grieshaber, & Davis, 2000). This is a the strongest predictor of people entering the sci- significant issue as research has suggested that if ence field is early interest and difficulties in science educators wait until kindergarten, not only will in school acts as a deterrent for students consider- they have lost the most critical years, but it may be ing the pursuit of science in higher education or too late for many children (Elkind, 1976; Piaget, in their careers (Mbamalu, 2001). Addressing these 1952). For example, consider that currently 40 per- difficulties in the early years and ensuring all chil- cent of US children are not ready to enter kinder- dren have access to quality STEM instruction can garten (Hair, Halle, Terry-Humen, Lavelle, Calkin, begin to address these discrepancies. 2006). By 4th grade, only 34 percent of students While all children need high quality are at or above proficiency in science (U.S. Depart- science experiences, at-risk children experience ment of Education, 2011), and 40 percent are at disproportionately negative outcomes in all do- or above proficiency in math (National Center for mains, with the greatest impact being in science Educational Statistics, 2012) on the National As- (Greenfield et al., 2009). These children are more sessment of Educational Progress (NAEP). These likely to be dual-language learners and less likely data suggest current educational practices are not to have opportunities to develop science content giving children the support they need in the early knowledge (Sarama & Clements, 2009). In addi- years so they can be successful in school, especial- tion to these issues, research suggests that teach- ly in the STEM content areas. The NSTA recently ers in schools of low socioeconomic status (SES) issued a position statement that was endorsed by student populations rely on memorization and rote NAEYC that provides a framework for how STEM practice as teaching methods rather than reasoning in early childhood classrooms can set our youngest and problem solving (National Research Council, students on a trajectory to be successful in K-12 2009). Teachers in higher SES programs tended to STEM. emphasize conceptual tasks, problem-solving and exploration (National Research Council, 2009; Sti- Scientific Inquiry Approach peck & Byler, 1997). The process of scientific inquiry in STEM Current perceptions of science are not re- areas should include children engaging in active ex- alistic. Science and scientists need to be represen- ploration and participation in the scientific process tative of actual practices and young children need through collecting data, coming up with questions exposure to the work of scientists (Duschl, Schwe- to investigate, and testing scientific beliefs (Dus- ingruber, & Shouse, 2007). Findings from the liter- chl, Schweingruber, & Shouse, 2007; Zeynep Inan ature suggest a prevalence in the belief that, while & Inan, 2015). These processes include children science is something that anyone can participate in, participating in scientific inquiry through hands-on individuals need to be born with some type of in- experiences, engaging with peers and adults, and herent characteristic in order to excel at it (Archer using authentic tools of science. Science experi- et al., 2010; Carlone, 2004). It appears that this ences for young learners should include hands-on belief carries over into later years, at which point experiences, inquiry based, and be driven by their teachers must address content-related gaps as well interests (Inan, 2007; NAEYC & NCATE, 2001; as student attitudes as they pertain to learning sci- NRC, 2001). This process encourages the youngest ence (Morgan et al., 2015). For example, students learners to see themselves as scientists and as con- interviewed describe an identity of an individual sumers of science. The focus on developing and who excels in physics as, “someone who is ‘nat- testing theories rather than arriving at the accurate urally’ smart, has ‘raw talent’, and is male” ( Car- scientific explanation is instrumental in supporting

4 Supporting STEM in Early Childhood Education curiosity, interests, and engaging in further explo- childhood programs needs to be addressed. STEM ration (NAEYC & NCATE, 2001; Duschl, Schwe- needs to be an integral focus in both curriculum ingruber, & Shouse, 2007). and designing the learning environment. Inquiry-based approaches have been shown to support student excitement and en- Educational Impacts of Early Childhood gagement, connect previous knowledge with new STEM knowledge, promote cooperative learning, reten- Initial outcomes and results on the impact tion of material, and higher order thinking skills of quality early childhood STEM instruction are (Duran et al., 2009; Eshach & Fried, 2005). While promising, further supporting the need to increase the philosophies of inquiry-based instruction, the investment and commitment to inquiry-based constructivism, and hands-on learning are well STEM instruction for our youngest learners. In established in early childhood literature, their ap- addition to the benefits of inquiry-based learning, plication to STEM areas are relatively new. Re- adding quality STEM experiences supports the search suggests that, while these processes are im- development of scientific concepts that children plemented in other content areas, teachers do not continue to build on throughout their education implement these methods in STEM instruction, (Eshach & Fried, 2005; Gilbert, Osborne, & Fen- instead relying on more traditional methods (Gil- shama, 1982). This allows for students to under- bert, 2009). These traditional methods of instruc- stand and learn more abstract concepts in future tion such as memorization and rote practice have learning (Reynolds & Walberg, 1991). In addition been found to be ineffective in teaching science to the benefits to STEM areas, science instruction to young children (Fleer, 2009; Wolfinger, 2000; supports and enhances learning language, literacy, Zoldosova & Prokop, 2006). This lack of qual- math, and executive functioning (Kuhn & Pearsall, ity STEM instruction impacts STEM education 2000; Kuhn & Schauble, & Garcia-Milla, 1992). throughout a child’s education, including middle Language and Literacy and high school (Mullis & Jenkins, 1988). STEM in ECE has been linked to other Despite recognizing this as the opti- educational benefits in addition to science, includ- mal time for intervention, research suggests that ing language and literacy. Increases in vocabulary very little STEM instruction is occurring in early through scientific exploration exposes our young- childhood classrooms. Teachers spend little time est learners to a variety of vocabulary words direct- in science instruction and do not spend signif- ly related to what they experience in their everyday icant amounts of time in science-related areas of school and home lives (French, 2004; Strickland the classroom (Nayfeld, Brenneman & Gelman, & Riley-Ayers, 2006). Exposure to rich vocabulary 2011; Tu, 2006). Currently, there is an emphasis enhances language and vocabulary development, on language and literacy, with relatively little math which is predicative of reading achievement. High in preschool classrooms. A study examining how quality science programs have been shown to in- much time was spent in STEM found that just 58 crease receptive vocabularies for students of low seconds of a 360-minute day—less than 0.3 per- socioeconomic status (French, 2004), as well as cent of the students’ time—was spent on math. Sci- increasing overall scientific and other vocabulary ence and exploring engineering were rarely part of (Gelman & Brennenman, 2004; Guo, Wang, Hall, the curriculum (Farran, Lipsey, Watson, & Hurley, Breit-Smith, A., & Busch, 2016). Engaging in sci- 2007). Teacher engagement with children is a criti- ence provides learners experience with text and is cal component of supporting STEM inquiry. In ad- also associated with improved literacy (French, dition to preparing the environment, they support 2004; Gelman & Brennenman, 2004). Readiness and extend children’s engagement by asking ques- in science has been found to be predictive of sci- tions, providing language, and connecting previous ence and reading achievement in 5th grade, more experiences to current experiences. When teachers so than reading readiness (Duncan, 2007; Grissmer engage in these practices with young children, their et al., 2010). investigations tend to be longer, more complex, and focus on comparisons (Nayfeld, Brenneman, Embedding Learning Opportunities & Gelman, 2001; Crowley et al. 2011). The lack Play-based curriculum has been accept- of emphasis and time spent in STEM in early ed in professional practices and is supported by

5 Buchter et al. research as effective for early learning (Bowman, and apply STEM concepts. Not all current teachers 1999; Ginsburg, 2006; Katz, 2010). These practic- may have been trained to embed opportunities for es can be directly applied to STEM and the scien- STEM-related instruction throughout daily class- tific inquiry process. By focusing on concepts and room activities, therefore ongoing professional de- skills, children are encouraged to take the lead in velopment is essential. exploring, asking open-ended questions, reflecting, forming theories, asking follow-up questions, and Practices to Support STEM exploring more to further understand or develop a Previous STEM research has identified new line of inquiry. Blending this approach with the barriers to implementing high quality STEM direct instruction research-based learning trajec- education in early childhood. Barriers include a tories is important as it includes a developmental lack of instructional frameworks for early educa- sequence that expands children’s level of thinking tors, a lack of curriculum, curriculum not being related to the goal. Teachers arrange activities to linked to state standards, and inadequate resources support children moving along this developmental for teachers (Oakes, 1990). While some progress progression (Clements, 2013; Diamond, Justice, has been made, early childhood STEM content Siegler, & Snyder, 2013) These blended approach- continues to struggle to overcome these barriers. es align with NAEYC and the National Association With the introduction and focus of STEM educa- of Early Childhood Specialists in State Depart- tional frameworks (NGSS, NSTA, NAEYC), in- ments of Education eight indicators of effective corporating STEM opportunities in ECE can make pre-K to grade three curricula. significant impacts on STEM education and other The process of embedding learning oppor- content areas such as reading and literacy, closing tunities can be described as, “addressing children’s the discrepancy of student achievement, and in- target goals during daily activities and events in a creasing the number of students entering STEM manner that expands, modifies, or is integral to the fields. activity or event in a meaningful way” (Johnson, Rahn, & Bricker, 2015, p. 82). Opportunities for High-Quality Teacher Preparation and learning, or teachable moments, are usually em- Professional Development for Early Childhood bedded across child-directed, planned, and routine Educators in STEM Methodologies activities as recommended in the literature (John- Teacher quality is one of the most import- son et al., 2015). The purpose of embedding learn- ant factors in student learning (Science and En- ing opportunities and teachable moments is to pro- gineering Indicators, 2014). However, preschool vide children with a means to learn, not only during teachers do not know how to support STEM learn- periods of planned teacher-led instruction, but also ing (Clements, 2013). It is critical that early child- during times when they are engaged in activities of hood professionals are highly trained, qualified interest to them (e.g., playing on the playground) and competent to support young children, as the and/or activities that are a part of their daily func- period of early childhood is crucial for supporting tional routines (e.g., washing hands, putting a scientific inquiry based on developmental sensitiv- jacket on, requesting water to drink) as they oc- ity, natural curiosity, and encouraging children to cur throughout the school day (Hyun & Marshall, participate in science (Clements, 2013; Clements, 2010; Johnson et al., 2015). Embedding STEM-re- Agodini, & Harris, 2013; Worth, 2010;). lated opportunities allows learning to occur both While less intensive STEM focused in- out of context, such as a science experiment led by terventions have been shown to be effective in the teacher, and within daily classroom situations impacting classroom instructional practices (Hen- such caring for the class pet. Teachers could scaf- richs & Leseman, 2014), meaningful impacts in fold questions to help students for example, chil- the classroom setting require more intentional and dren could learn that fish live in water but butter- coordinated efforts (Early et al., 2007; Zaslow, flies live on land. Children could then observe fish 2014). Current findings from the early childhood in their classroom aquarium and butterflies in the education literature base suggest that rigorous, garden around their school. This brief interaction high quality professional development delivered could become a unit of study that allows children to in-service teachers in early childhood settings multiple opportunities to engage in science inquiry has been demonstrated to improve the quality of

6 Supporting STEM in Early Childhood Education science-related instruction (Piasta et al., 2014; access recorded videos to review, modules to assist Roehrig et al., 2011) and math-related instruction in understanding science concepts, and access to (Kermani & Aldemir, 2015; Marsicano et al., 2015; feedback with their mentor. Rudd et al., 2009). Research suggests that current profes- Utilize STEM curriculum that aligns with sional development systems are ineffective and NGSS and NAEYC Recommended Practices. make little to no impact on teacher behavior or Next Generation Science Standards child outcomes (Bruder, Mogro-Wilson, Stayton, (NGSS) are research-based standards for K-12 2009; Farkas, Johnson, & Duffett, 2003; Guskey, based on the assumption that children will arrive in 1986; Joyce & Showers, 2002; Odom, 2009; Sny- kindergarten with the skills, knowledge, and dispo- der, Hemmeter, & McLaughlin, 2011). Tradition- sitions that support their science achievement. With al methods of professional development such as the introduction of CCSS and NGSS for K-third trainings, workshops, and conferences have been grade, it is important to remember early learning found to increase teachers’ awareness; however, philosophy and research so young children are not these forms of professional development are not expected to learn standards in ways that do sup- associated with teachers’ sustained use of research- port or enhance development. The NSTA Position based interventions (Artman-Meeker & Hemme- Statement endorsed by the NAEYC (2014) and the ter, 2013; Barton, Penney, & Zeng, 2015; Odom, NAEYC and National Association of Early Child- 2009). Despite their ineffectiveness in improving hood Specialists in State Departments of Educa- outcomes and increasing or sustaining teacher tion’s Effective Learning Standards (2002) should use of research based interventions, they continue drive the implementation of these standards. States to be the predominant forms of professional de- could include an emphasis on developmentally-ap- velopment; in-service outside of work (33.6 per- propriate practices of both content and outcomes, cent), on-site staff development (28.6 percent), and train teachers to implement and assess these stan- consultation and coaching (15.6 percent) (Odom, dards that support all children’s development, 2009; Snyder et al., 2011). and provide support to early childhood programs, Alternative, research based professional teachers, and families through resources and pro- development is critical. Delivery of high quality fessional development to understand the standards professional development has demonstrated sig- and how to implement them to support children’s nificant improvement in student achievement for learning. Reviewing these assessments or outcome young children as measured on assessments (Bren- measures can support data-based decision making defur et al., 2013; Kermani & Aldemir, 2015). Pro- and provide information that supports ongoing fessional development should be ongoing, appro- growth for students, programs, and teachers. priate to the subject matter being taught, include opportunities for teachers to actively participate, Technology and have some relevance to what is happening in When used appropriately, technology has the classroom (Garet et al., 2001). been demonstrated to be a useful tool that teach- A research-based early childhood STEM ers can use to assist with facilitating instruction for professional development should occur over time young children (Boudreau & D’Entremont, 2010; and incorporate multiple components. These com- Hine & Wolery, 2006; Lorah et al., 2013; Wilson, ponents, based on a review of the literature, should 2013). Furthermore, findings from recent studies include a science camp for teachers to observe ac- conducted in preschool settings clearly demon- tivities and practices in classroom situations, see strate that technology can be used to teach young examples of different environmental arrangements, children STEM-related concepts (Schacter & Jo, observe how to interact with children to support 2016; Schacter et al., 2016). However, technology scientific inquiry, capitalize on teachable moments, is not always utilized appropriately by teachers in and embed opportunities in daily routines and ac- early childhood settings (Oh-Young et al., 2015; tivities. In addition to a science camp for teachers, Parette et al., 2013), perhaps because they did not ongoing support for teachers would be available receive training on how to appropriately use it for through a mentor. Technology can be used to sup- instructional purposes (Parette, Quesenberry, & port teachers by having a website so teacher can Blum, 2010). Case in point, in a review of 23 ear-

7 Buchter et al. ly childhood teacher preparation programs in the kindergarten, to develop executive functioning, United States., Parette et al. (2010) found that 13 numeracy, and literacy. Currently, it is being used out of the 23 programs did not require teachers with more than 30,000 children in Head Start pro- to take a course on how to use technology in the grams, public and private preschools, and kinder- classroom. In addition, researchers found that only gartens with promising results. two of the programs actually offered a technology NASA Jet Propulsion Laboratory course geared toward early childhood teachers (Pa- through the California Institute of Technology rette et al., 2010). Once again, professional devel- (http://www.jpl.nasa.gov/edu/teach/) has curricu- opment for in-service teachers is necessary (Parette lum and activities for grades K-adult. Each activity et al., 2013), especially since not all individuals includes a lesson plan, materials, how to set up the who join the teaching force in the State of Nevada experiment, background and key concepts, a Ted fulfill the requirements to obtain their teaching li- Talk or other video support, procedures, discussion censes within the state. questions, options for assessment, and extensions. The American Academy of Pediatrics All the activities are aligned with NGSS and Com- (2016) and the NAEYC (2012) recently published mon Core standards. These activities can be adapt- recommendations regarding the use of screen ed for younger learners as they are inquiry based time, which includes educational applications as and hands-on. well as television and other screen time activities. Children’s Museum Partnerships. Early Among these recommendations are that children Childhood Hands on Science (ECHOS) is a com- two through five years of age should have no more prehensive science curriculum developed in 2010 than one hour a day of high quality screen media by the Miami Science Museum through a federal and that a parent or other adult should co-view with Institute of Education Science (IES) grant. The les- the child. In addition to cautions about utilizing too sons are arranged to lead young children toward a much technology and its impacts on development, deeper understanding of science content using the NAEYC (2012) called attention to the lack of equi- scientific process. This curriculum is focused on ty in access to computer technology for children in children at risk for school failure, and uses teach- low SES programs. While more and more families ers as facilitators of both content and the learning have access to technology through cell phones, tab- process. In 2014, Miami-Dade Head Start centers lets, and computers, there remains a lack of equity began professional development and family en- and intentional integration of technology in early gagement through comprehensive teacher training childhood curriculum to support educational out- on ECHOS curriculum, opportunities for student comes. teachers to teach science in Head Start classrooms, and parent workshops on how to integrate science What Other States Are Doing activities. Parents then have the opportunity to help Curriculum. Building Blocks (http:// teach ECHOS activities in Head Start classrooms www.ubbuildingblocks.org/) is a curriculum fund- for 36 paid hours. This program is currently in ed through the National Science Foundation for 33 classrooms, with 66 parent leaders, 30 student pre-K to second grade that embeds mathematics teachers, and 650 young children. into classroom centers using activities such as art, The Association of Children’s Museums puzzles, block area, music and movement, and (http://www.childrensmuseums.org/) reports that more. This supports making math relevant to their 81 percent of children’s museums in the United daily lives and experiences. Print, manipulatives, States have science exploration areas for even the and computers extend and expand on children’s youngest scientists, infants and toddlers. In addi- prior math learning. This curriculum aligns with tion to offering opportunities to explore directly, 40 other state standards and can be used as a supple- percent run after-school programs, 60 percent de- mental curriculum to assist teachers in integrating velop curriculum materials, and 70 percent provide assessment into their teaching and using the results school outreach programs. Children’s museums are to drive instruction. a great resource to increase and expand scientific Tools of the Mind (http://toolsofthemind. inquiry in early childhood programs. Many states org/) is a play-based curriculum, based on the and cities offer free or greatly reduced admission works of Vygotsky and divided by preschool and to children’s museums, state museums, and other

8 Supporting STEM in Early Childhood Education recreational activiites (state and county parks). cil. Nevada could expand its early learning stan- Children’s Media. Peep and the Big Wide dards by publishing standards to include children World, developed by WGBH Boston and 9 Story birth to 5, emphasizing embedded science opportu- Entertainment in association with TVOntario, is an nities and the scientific inquiry process in everyday animated series for children aged 3-5 years about a activities, and bringing an early childhood repre- newly hatched chick that explores his world. Each sentative to our Governor’s STEM Council. half-hour episode contains two segments that focus on science concepts and two live shorts of children Including Families playing and experimenting in their own world. Families play an integral role in expand- The website provides additional games, videos, ing and building on their child’s learning, especial- handouts, activities for families, and resources for ly in STEM, as applying the concepts and asking educators to extend the show’s activities in their questions outside of the classroom further support classrooms. Using an integrated approach, the the scientific inquiry process and STEM concepts Peep developers work with early childhood teach- in their everyday world. In addition to access to ers, public libraries, museums, community-based children’s media and museums, Nevada is rich organizations, and families to support children’s with places for families to explore with their chil- scientific inquiry. dren. There are many places in Nevada, such as Other popular children’s media have the many State and National parks and monuments developed resources to support early childhood and museums, that are all readily available for chil- STEM, including Lego and PBS (Public Broad- dren and families to explore and learn. Connecting casting Service). In addition to television program- families with these resources and providing infor- ming and toys to support STEM-based play, Lego mation on how to support their child’s learning at and PBS also have resources, materials, and train- these places could support STEM opportunities ing for early childhood education professionals and and scientific inquiry. families. Once early childhood professionals have a strong background in teaching scientific inquiry Conclusion to young children (NSTA, 2014), they can utilize There are many resources in Nevada that these resources to support developmentally-appro- can support and enhance STEM opportunities and priate practices and rigorous scientific instruction outcomes in early childhood. Strengthening early in their classrooms and support families in apply- childhood professionals’ skills through high quali- ing STEM inquiry in daily activities with their ty professional development is critical to ensuring child. young children are starting off on a strong STEM trajectory and supporting other academic areas, Early Learning Standards such as language and literacy. Additional ways Nebraska, Illinois, and Massachusetts cur- to support STEM could include having an early rently have early learning standards with a STEM childhood representative on the STEM education- emphasis for children birth to 5 years old. Nevada al framework of Nevada including the Advisory has published its own early learning standards, the Council on Science, Technology, Engineering, Nevada Pre-K Standards (2010) for children 4-5 and Math within the Department of Education as a years of age. These standards include math and component of Nevada’s statewide plan. By collab- science as separate domains in addition to other ac- orating and utilizing existing resources and increas- ademic and developmental domains. Many states ing early childhood professionals’ skills through have specific STEM learning standards/guidelines professional development opportunities, broaden- for early childhood, including children birth to 3 ing access to high quality STEM curriculum, and years of age. connecting teachers and families to community re- Massachusetts has aligned its early learn- sources, we can help support Nevada’s educational ing standards to the Next Generation Science Stan- outcomes as well as the economic goals of a highly dards (2013). In addition to aligning the birth to 5 qualified STEM professionals and a diverse econo- standards, there is an emphasis on early childhood my. at the advisory level as early childhood representa- tives participate on the state STEM advisory coun-

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