Pre-K

The significance of children’s mathematical competence during the early years is well established; however, the methods for developing such competencies remain less understood. Specifically, there is a need to identify what constitutes high-quality educational environments and effective instruction.

This study examined parents’ and teachers’ perspectives about the barriers and pathways to the development of home–school mathematics partnerships and how to move from barriers to pathways. We draw on data from two research projects across two sites in the USA (West and Southwest). Both projects brought mothers and teachers together to do and talk about mathematics. The theoretical framework that informed the design of the projects and the data analysis is based on concepts from funds of knowledge theory and parents as intellectual resources.

This study examined parents’ and teachers’ perspectives about the barriers and pathways to the development of home–school mathematics partnerships and how to move from barriers to pathways. We draw on data from two research projects across two sites in the USA (West and Southwest). Both projects brought mothers and teachers together to do and talk about mathematics. The theoretical framework that informed the design of the projects and the data analysis is based on concepts from funds of knowledge theory and parents as intellectual resources.

This article emphasizes the critical role of play in early childhood science education, arguing that natural, child-led play fosters important opportunities for children to explore scientific ideas and practices. Drawing on Vygotsky’s theories and recent studies, the authors advocate for environments that encourage exploratory play to develop children’s scientific skills. The article presents a detailed vignette from Inch By Inch Preschool, showcasing how children engaged with air pumps to explore scientific phenomena.

This article emphasizes the critical role of play in early childhood science education, arguing that natural, child-led play fosters important opportunities for children to explore scientific ideas and practices. Drawing on Vygotsky’s theories and recent studies, the authors advocate for environments that encourage exploratory play to develop children’s scientific skills. The article presents a detailed vignette from Inch By Inch Preschool, showcasing how children engaged with air pumps to explore scientific phenomena.

Learning trajectories in early mathematics instruction have received increasing attention from policymakers, educators, curriculum developers, and researchers. They are generally deemed useful for guiding curriculum standards, instructional planning, and assessment. However, the specific contributions of learning trajectories to education and children’s learning are unclear.

Learning trajectories in early mathematics instruction have received increasing attention from policymakers, educators, curriculum developers, and researchers. They are generally deemed useful for guiding curriculum standards, instructional planning, and assessment. However, the specific contributions of learning trajectories to education and children’s learning are unclear.

Mathematics is a core component of cognition. Unfortunately, most young children and teachers cannot access research-based early childhood mathematics resources. Building on a quarter-century of research, we are developing and evaluating an innovative, integrated, intelligent, and interactive system of technologies based on empirically validated learning trajectories that provide the best personal and digital tools for assessing and supporting children’s mathematics learning.

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.