Expanding a Math and Science Library-Based Program to Reach Preschool Teachers and Children

Math and Science Story Time (MASST) program is a library-based informal education program that aims to increase access to high-quality early science, technology, engineering, and mathematics (STEM) books, activities, and content for young children. We developed and piloted resources to expand MASST beyond a family engagement program by inviting preschools to participate in the program. The purpose was to connect the local library with preschool classrooms, provide resources for educators, and bridge the gap between formal and informal learning environments. The present study examines the effects of participation in MASST on preschool educators and children

Designing a STEM Professional Development Program for Preschool Teachers, with Supports for DLLs

SciMath-DLL is a preschool professional development (PD) model including STEM instructional offerings that aims to improve the quality of instruction for all children, including dual language learners (DLLs). The purpose of the PD model is to create practical and authentic STEM and DLL supports for early childhood educators, who are generally not well prepared to support STEM learning or to teach DLLs. The present study examines the iterative development process of our professional development model, in particular, what we learned during implementation, and changes we made to address what we learned across our studies

Preliminary Effects of a Preschool Stem Professional Development Model on Teachers’ Attitudes and Beliefs

Preschool science, technology, engineering, and math (STEM) is important for later learning for all children, including dual language learners (DLLs). However the preschool workforce is generally not well prepared to teach STEM or to work with DLLs, and attitudes and beliefs may play a role in teachers feeling challenged to provide high quality STEM teaching. The objectives of the SciMath-DLL professional development (PD) model are to improve attitudes and change beliefs of educators, increase preschool teachers’ knowledge, and improve classroom instruction around STEM and supports for dual language learners (DLLs). This paper provides preliminary results from a randomized trial of participation in the SciMath-DLL PD on preschool educators’ attitudes and beliefs