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