Integrating Science, Mathematics, and Engineering: Linking Home and School Learning for Young Learners

Autor/inn/en	Dominguez, Ximena; Vidiksis, Regan; Leones, Tiffany; Kamdar, Danae; Presser, Ashley Lewis; Bueno, Marcia; Orr, Jillian
Institution	Digital Promise; Education Development Center, Inc. (EDC); WBGH Educational Foundation (GBH)
Titel	Integrating Science, Mathematics, and Engineering: Linking Home and School Learning for Young Learners
Quelle	(2023), (37 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Preschool Education; Science Education; Curriculum Design; Parent Participation; Family Involvement; Teachers; Researchers; STEM Education; Home Study; Curriculum Implementation; Program Effectiveness; Educational Practices + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Naturwissenschaftliche Bildung; Lehrplangestaltung; Elternmitwirkung; Lehrer; Lehrerin; Lehrende; Researcher; Forscher; STEM; Bildungspraxis
Abstract	There is growing recognition of the need and importance for high-quality science teaching and learning in early childhood. The increased emphasis on science stems from recognition of the following: (1) young children are curious and interested in making sense of the world around them (Larimore, 2020); (2) early science experiences not only support children's later science learning but also promote and strengthen young children's learning and development in other key areas (Bustamante et al., 2018; Bustamante, White, & Greenfield, 2017; Sarama et al., 2017; Conezio & French, 2002; Wheatley et al., 2016); and (3) young children have the right to learn about science phenomena and develop problem-solving skills that will allow them to be problem solvers and active citizens in their communities (NASEM, 2022). Although science is increasingly recognized as a key dimension of early learning, young children, especially those in programs serving historically excluded communities, continue to have few opportunities to engage in high-quality science activities (Dominguez & Stephens, 2022; Morgan et al., 2016; NASEM, 2022). Early childhood educators are interested and find science valuable for young children, but adding science into an already packed curriculum can be challenging, especially given the lack of resources that can be feasibly integrated into existing whole-child curricula. This report describes the co-design of a preschool science program, Early Science with Nico & Nor®, with partner teachers and families, curricula and media developers, and researchers. It also summarizes findings from a field study to understand how teachers and families utilized the resources at school and home to promote STEM teaching and learning. (ERIC).
Anmerkungen	Digital Promise. 1001 Connecticut Avenue NW Suite 935, Washington DC 20036. Tel: 202-450-3675; e-mail: contact@digitalpromise.org; Web site: https://digitalpromise.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01