ERIC ED427877: Dialogue on Early Childhood Science, Mathematics, and Technology Education.

201 Pages·1999·3.9 MB·English

by  ERIC

DOCUMENT RESUME
PS 027 376
ED 427 877
Dialogue on Early Childhood Science, Mathematics, and
TITLE
Technology Education.
American Association for the Advancement of Science,
INSTITUTION
Washington, DC.
National Science Foundation, Arlington, VA.
SPONS AGENCY
ISBN-0-87168-629-5
ISBN
1999-00-00
PUB DATE
199p.; Document is based on papers commissioned for the
NOTE
Forum on Early Childhood Science, Mathematics, and
Technology Education (Washington, DC, February 6-8, 1998).
CONTRACT ESI-96189093
AAAS Distribution Center, P.O. Box 521, Annapolis Junction,
AVAILABLE FROM
MD 20710; Tel: [phone] (Toll Free)
($12.95; AAAS
members $10).
Collected Works - General (020)
PUB TYPE
EDRS PRICE MF01/PC08 Plus Postage.
Cognitive Development; *Learning Processes; *Mathematics
DESCRIPTORS
Education; Preschool Children; *Preschool Education;
Research Needs;, *Science Education; *Technology Education
National Science Foundation; National Science Teachers
IDENTIFIERS
Association
ABSTRACT
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.
"Early Childhood Education in Science,
The articles are as follows:
(1)
Mathematics, and Technology: An NSTA Perspective" (Fred Johnson--National
"Toward a Research Agenda in Early
Science Teachers Association);
(2)
Childhood Science, Mathematics, and Technology Education" (Alverna M.
"Making Sense of the World"
Champion--National Science Foundation);
(3)
(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);
"The State of Early Childhood Programs in America; Challenges for the New
(5)
Millenium" (Barbara Day and Tracie Yarbrough--The University of North
"Policy Implications for Math, Science, and
Carolina-Chapel Hill;
(6)
Technology in Early Childhood Education" (Barbara T. Bowman--Erikson
"Concept Development in Preschool Children" (Susan A.
Institute);
(7)
"Educating Young Children in
Gelman--University of Michigan-Ann Arbor);
(8)
Math, Science, and Technology" (David Elkind--Tufts University, Medford,
"Science in Early Childhood: Developing and Acquiring
Massachusetts);
(9)
Fundamental Concepts and Skills" (Karen K. Lind--University of Louisville,
(10) "Early Childhood Mathematics" (Susan Sperry Smith--Cardinal
Kentucky);
Stritch University, Milwaukee, Wisconsin); (11) "Young Children and
"Science
Technology" (Douglas Clements--SUNY-Buffalo, New York);
(12)
Assessment in Early Childhood Programs" (Edward Chittenden and Jacqueline
+++++ ED427877 Has Multi-page SFR---Level=1 +++++
(13) "Preparing Teachers of Young
Jones--Educational Testing Service);
Learners: Professional Development of Early Childhood Teachers in Mathematics
and Science" (Juanita V. Copley and Yolanda Padron--University of Houston,
"Partnerships among Families, Early Childhood Educators, and
Texas);
(14)
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)
********************************************************************************
*
Reproductions supplied by EDRS are the best that can be made
*
*
from the original document.
*
********************************************************************************
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