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Starting in early childhood, children are capable of learning
sophisticated science and engineering concepts and engage in
disciplinary practices. They are deeply curious about the world
around them and eager to investigate the many questions they have
about their environment. Educators can develop learning
environments that support the development and demonstration of
proficiencies in science and engineering, including making
connections across the contexts of learning, which can help
children see their ideas, interests, and practices as meaningful
not just for school, but also in their lives. Unfortunately, in
many preschool and elementary schools science gets relatively
little attention compared to English language arts and mathematics.
In addition, many early childhood and elementary teachers do not
have extensive grounding in science and engineering content.
Science and Engineering in Preschool through Elementary Grades
provides evidence-based guidance on effective approaches to
preschool through elementary science and engineering instruction
that supports the success of all students. This report evaluates
the state of the evidence on learning experiences prior to school;
promising instructional approaches and what is needed for
implementation to include teacher professional development,
curriculum, and instructional materials; and the policies and
practices at all levels that constrain or facilitate efforts to
enhance preschool through elementary science and engineering.
Building a solid foundation in science and engineering in the
elementary grades sets the stage for later success, both by
sustaining and enhancing students' natural enthusiasm for science
and engineering and by establishing the knowledge and skills they
need to approach the more challenging topics introduced in later
grades. Through evidence-based guidance on effective approaches to
preschool through elementary science and engineering instruction,
this report will help teachers to support the success of all
students. Table of Contents Front Matter Summary 1 Introduction 2
Preschool and Elementary Systems and Structures 3 The Contextual
Nature of Children's Learning 4 Developing Children's Proficiency
in and Through Investigation and Design 5 Learning Environments and
Instructional Practices That Center Children, Investigation, and
Design 6 The Potentials and Pitfalls of Integrating Across Domains
7 The Role of Curriculum Materials and Instructional Resources 8
Supporting Educators to Center Children, Investigation, and Design
9 Transformative Leadership 10 Progressing Toward a Vision for
Science and Engineering in Preschool Through Elementary Grades
References Appendix: Biosketches of Committee Members and Staff
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