Pre-K

The general aim of the research was to conduct a rare test of the efficacy of hypothetical learning progressions (HLPs) and a basic assumption of basing instruction on HLPs, namely teaching each successive level is more efficacious than skipping lower levels and teaching the target level directly. The specific aim was evaluating whether counting-based cardinality concepts unfold in a stepwise manner. The research involved a pretest—delayed-posttest design with random assignment of 14 preschoolers to two conditions.

Do you want to learn more about complex ecological systems, nature-culture relations, and field-based science? These storyline frameworks are designed for educators working in a variety of places (community-based organizations of all types, homes, schools). Each framework provides in-depth, research-based information about its topic, as well as a variety of appendices that help educators put their new learning into practice. These include vignettes that show the ideas in practice and a self-assessment that educators can use to reflect on their current and future thinking and practice.

Young children are naturally interested in light and shadows, thus providing a meaningful context to introduce preschool science investigations. As children explore how shadows are made and change, they also have opportunities to develop math skills, specifically visual spatial awareness. In this article, we describe a set of light and shadows activities. Through these playful hands-on and digital app investigations, children explore how shadows are made and change.

EDC's Young Mathematicians kits provide teachers and parents with games that are fun, spark conversations about math and provide rich learning opportunities. The games are designed to promote persistence, problem-solving and puzzling skills, and support social-emotional learning. These turnkey kits contain everything needed to start playing right away - either in the classroom or at home - and are available in English or Spanish.

Considered a core component of children’s foundational cognitive development, early mathematics experiences can support children’s long-term academic success. Teachers and families alike share the common goal of wanting children to succeed developmentally, socially, and academically. Given the importance of early mathematics to academic success in all subjects, children need and deserve to build a robust knowledge of early math concepts in their earliest years.

Language can affect cognition, but through what mechanism? Substantial past research has focused on how labeling can elicit categorical representation during online processing. We focus here on a particularly powerful type of language—relational language—and show that relational language can enhance relational representation in children through an embodied attention mechanism.

Perry, L., Kuehnert, E., & Ketterlin-Geller, L. R. (2022). Promoting spatial orientation: A math activity for teachers and families. Teaching Young Children, 15(3), 8-12.

This webinar provided early career data science education researchers with information on the state of the field; tools, curricula, and other resources for researchers; and insight into funding opportunities and proposal development. Participants explore topics, research interests, and problems of practice in more depth in breakout rooms with session leaders.

This review synthesized insights from 25 NSF DRK-12 projects that studied prekindergarten (PreK) and elementary science teaching. This review covered 25 of the 27 projects funded between 2011 and 2015. We synthesized the empirical findings from interventions in four common areas: preservice PreK and elementary preparation programs, in-service teacher professional development, instructional materials for PreK and elementary teachers, and strategies for diverse learners. Many of these projects studied interventions in more than one of the common areas.