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

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Title: Integrating Science, Mathematics, and Engineering: Linking Home and School Learning for Young Learners
Language: English
Authors: Dominguez, Ximena, Vidiksis, Regan, Leones, Tiffany, Kamdar, Danae, Presser, Ashley Lewis, Bueno, Marcia, Orr, Jillian, Digital Promise, Education Development Center, Inc. (EDC), WBGH Educational Foundation (GBH)
Source: Digital Promise. 2023.
Availability: 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/
Peer Reviewed: N
Page Count: 37
Publication Date: 2023
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: 1813280
Document Type: Reports - Research
Education Level: Early Childhood Education
Preschool Education
Descriptors: Preschool Education, Science Education, Curriculum Design, Parent Participation, Family Involvement, Teachers, Researchers, STEM Education, Home Study, Curriculum Implementation, Program Effectiveness, Educational Practices
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.
Abstractor: ERIC
Entry Date: 2023
Accession Number: ED629965
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
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PubType: Report
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  Data: Integrating Science, Mathematics, and Engineering: Linking Home and School Learning for Young Learners
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  Data: <searchLink fieldCode="AR" term="%22Dominguez%2C+Ximena%22">Dominguez, Ximena</searchLink><br /><searchLink fieldCode="AR" term="%22Vidiksis%2C+Regan%22">Vidiksis, Regan</searchLink><br /><searchLink fieldCode="AR" term="%22Leones%2C+Tiffany%22">Leones, Tiffany</searchLink><br /><searchLink fieldCode="AR" term="%22Kamdar%2C+Danae%22">Kamdar, Danae</searchLink><br /><searchLink fieldCode="AR" term="%22Presser%2C+Ashley+Lewis%22">Presser, Ashley Lewis</searchLink><br /><searchLink fieldCode="AR" term="%22Bueno%2C+Marcia%22">Bueno, Marcia</searchLink><br /><searchLink fieldCode="AR" term="%22Orr%2C+Jillian%22">Orr, Jillian</searchLink><br /><searchLink fieldCode="AR" term="%22Digital+Promise%22">Digital Promise</searchLink><br /><searchLink fieldCode="AR" term="%22Education+Development+Center%2C+Inc%2E+%28EDC%29%22">Education Development Center, Inc. (EDC)</searchLink><br /><searchLink fieldCode="AR" term="%22WBGH+Educational+Foundation+%28GBH%29%22">WBGH Educational Foundation (GBH)</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Digital+Promise%22"><i>Digital Promise</i></searchLink>. 2023.
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  Data: 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/
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  Data: 37
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  Data: National Science Foundation (NSF)
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  Data: 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.
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  Data: 2023
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PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED629965
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      – SubjectFull: Preschool Education
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      – SubjectFull: Science Education
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      – SubjectFull: Curriculum Design
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