LEADER 05873nam 22007213 450 001 9910886376403321 005 20230421184549.0 010 $a0-309-68424-2 010 $a0-309-68418-8 035 $a(OCoLC)1306063481 035 $a(MiAaPQ)EBC6922450 035 $a(Au-PeEL)EBL6922450 035 $a(CKB)21397538400041 035 $a(EXLCZ)9921397538400041 100 $a20220317d2022 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aScience and Engineering in Preschool Through Elementary Grades $eThe Brilliance of Children and the Strengths of Educators 210 1$aWashington, D.C. :$cNational Academies Press,$d2022. 210 4$dİ2022. 215 $a1 online resource (337 pages) 311 $a0-309-68417-X 327 $aFront Matter -- Summary -- 1. Introduction -- 2. Preschool and Elementary Systems and Structures -- 3. The Contextual Nature of Children's Learning -- 4. Developing Children's Proficiency in and Through Investigation and Design -- 5. Learning Environments and Instructional Practices That Center Children, Investigation, and Design -- 6. The Potentials and Pitfalls of Integrating Across Domains -- 7. The Role of Curriculum Materials and Instructional Resources -- 8. Supporting Educators to Center Children, Investigation, and Design -- 9. Transformative Leadership -- 10. Progressing Toward a Vision for Science and Engineering in Preschool Through Elementary Grades -- References -- Appendix Biosketches of Committee Members and Staff. 330 $a"Starting in early childhood, children are capable of learning sophisticated science and engineering concepts and engage in disciplinary practices. They are deeply curious about the world around them and eager to investigate the many questions they have about their environment. Educators can develop learning environments that support the development and demonstration of proficiencies in science and engineering, including making connections across the contexts of learning, which can help children see their ideas, interests, and practices as meaningful not just for school, but also in their lives. Unfortunately, in many preschool and elementary schools science gets relatively little attention compared to English language arts and mathematics. In addition, many early childhood and elementary teachers do not have extensive grounding in science and engineering content. Science and Engineering in Preschool through Elementary Grades provides evidence-based guidance on effective approaches to preschool through elementary science and engineering instruction that supports the success of all students. This report evaluates the state of the evidence on learning experiences prior to school; promising instructional approaches and what is needed for implementation to include teacher professional development, curriculum, and instructional materials; and the policies and practices at all levels that constrain or facilitate efforts to enhance preschool through elementary science and engineering. Building a solid foundation in science and engineering in the elementary grades sets the stage for later success, both by sustaining and enhancing students' natural enthusiasm for science and engineering and by establishing the knowledge and skills they need to approach the more challenging topics introduced in later grades. Through evidence-based guidance on effective approaches to preschool through elementary science and engineering instruction, this report will help teachers to support the success of all students." --$cProvided by publisher 606 $aScience$xStudy and teaching (Elementary)$zUnited States 606 $aMathematics$xStudy and teaching (Elementary)$zUnited States 606 $aEngineering$xStudy and teaching (Elementary)$zUnited States 606 $aScience$zUnited States$xStudy and teaching (Kindergarten) 606 $aMathematics$zUnited States$xStudy and teaching (Kindergarten) 606 $aEngineering$zUnited States$xStudy and teaching (Kindergarten) 606 $aSciences$xE?tude et enseignement (Primaire)$zE?tats-Unis 606 $aInge?nierie$xE?tude et enseignement (Primaire)$zE?tats-Unis 606 $aEngineering$xStudy and teaching (Elementary)$2fast$3(OCoLC)fst00910430 606 $aMathematics$xStudy and teaching (Elementary)$2fast$3(OCoLC)fst01012272 606 $aScience$xStudy and teaching (Elementary)$2fast$3(OCoLC)fst01108436 607 $aUnited States$2fast 615 0$aScience$xStudy and teaching (Elementary) 615 0$aMathematics$xStudy and teaching (Elementary) 615 0$aEngineering$xStudy and teaching (Elementary) 615 0$aScience$xStudy and teaching (Kindergarten) 615 0$aMathematics$xStudy and teaching (Kindergarten) 615 0$aEngineering$xStudy and teaching (Kindergarten) 615 6$aSciences$xE?tude et enseignement (Primaire) 615 6$aInge?nierie$xE?tude et enseignement (Primaire) 615 7$aEngineering$xStudy and teaching (Elementary) 615 7$aMathematics$xStudy and teaching (Elementary) 615 7$aScience$xStudy and teaching (Elementary) 700 $aNational Academies of Sciences$b Engineering, and Medicine$01596851 701 $aEducation$b Division of Behavioral and Social Sciences and$01731314 701 $aEducation$b Board on Science$01741144 701 $aGrades$b Committee on Enhancing Science and Engineering in Prekindergarten Through Fifth$01769955 701 $aStephens$b Amy$01769956 701 $aDavis$b Elizabeth A$0175484 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910886376403321 996 $aScience and Engineering in Preschool Through Elementary Grades$94245510 997 $aUNINA