ED427877 PS027376
Title: Dialogue on Early Childhood Science, Mathematics, and Technology
Education.
Author Affiliation: American Association for the Advancement of Science,
Washington, DC.(FGK01540)
Pages: 199
Publication Date: 1999
Notes: Document is based on papers commissioned for the Forum on Early
Childhood Science, Mathematics, and Technology Education (Washington,
DC, February 6-8, 1998).
Sponsoring Agency: National Science Foundation, Arlington, VA. (BBB32538)
Contract No: ESI-96189093
ISBN: 0-87168-629-5
Available from: EDRS Price MF01/PC08 Plus Postage.
Availability: AAAS Distribution Center, P.O. Box 521, Annapolis Junction,
MD 20710; Tel: 800-222-7809 (Toll Free) ($12.95; AAAS members $10).
Language: English
Document Type: Collected works--General (020)
Geographic Source: U.S.; District of Columbia
Journal Announcement: RIEJUL1999
Educators,
scholars, and researchers in the United States convened at the Forum
on Early Childhood Science, Mathematics, and Technology Education
to discuss how, when, and even if science, mathematics, and technology
should be taught to pre-kindergarten children. The product of that
forum, this book summarizes some of the latest thinking about early
childhood science, mathematics, and technology education. Articles
are organized into sections covering perspectives; learning context;
first experiences in science, mathematics, and technology; and fostering
high-quality programs. The articles are as follows: (1) "Early
Childhood Education in Science, Mathematics, and Technology: An
NSTA Perspective" (Fred Johnson--National Science Teachers
Association); (2) "Toward a Research Agenda in Early Childhood
Science, Mathematics, and Technology Education" (Alverna M.
Champion--National Science Foundation); (3) "Making Sense of
the World" (Shirley Malcom--American Association for the Advancement
of Science); (4) "The Forum on Early Childhood Science, Mathematics,
and Technology Education" (Jacqueline R. Johnson--Grand Valley
State University, Allendale, Michigan); (5) "The State of Early
Childhood Programs in America; Challenges for the New Millenium"
(Barbara Day and Tracie Yarbrough--The University of North Carolina-Chapel
Hill; (6) "Policy Implications for Math, Science, and Technology
in Early Childhood Education" (Barbara T. Bowman--Erikson Institute);
(7) "Concept Development in Preschool Children" (Susan
A. Gelman--University of Michigan-Ann Arbor); (8) "Educating
Young Children in Math, Science, and Technology" (David Elkind--Tufts
University, Medford, Massachusetts); (9) "Science in Early
Childhood: Developing and Acquiring Fundamental Concepts and Skills"
(Karen K. Lind--University of Louisville, Kentucky); (10) "Early
Childhood Mathematics" (Susan Sperry Smith--Cardinal Stritch
University, Milwaukee, Wisconsin); (11) "Young Children and
Technology" (Douglas Clements--SUNY-Buffalo, New York); (12)
"Science Assessment in Early Childhood Programs" (Edward
Chittenden and Jacqueline Jones--Educational Testing Service); (13)
"Preparing Teachers of Young Learners: Professional Development
of Early Childhood Teachers in Mathematics and Science" (Juanita
V. Copley and Yolanda Padron--University of Houston, Texas); (14)
"Partnerships among Families, Early Childhood Educators, and
Communities To Promote Early Learning in Science, Mathematics, and
Technology" (Heather B. Weiss--Harvard Family Research Project);
and (15) "Playing Fair and Square: Issues of Equity in Preschool
Mathematics, Science, and Technology" (Rebecca S. New--University
of New Hampshire). Each article contains references. The book concludes
with lists of selected resources and of the forum attendees. (HTH)
Descriptors: Cognitive Development; *Learning Processes; *Mathematics
Education; Preschool Children; *Preschool Education; Research Needs;
*Science Education; *Technology Education
Identifiers: National Science Foundation; National Science Teachers
Association
