Effects of a Preschool Professional Development Model on Teacher Science and Math Knowledge

Research overwhelming identifies science, technology, engineering, and mathematics (STEM) domains as vital to young children’s later school achievement (Duncan et al., 2007; Grissmer et al., 2010; Morgan, Farkas, Hillemeier, & Maczuga 2016; Watts et al. 2014). However, preschool teachers rarely receive in-depth training in math and science, and culturally and linguistically diverse students from low-income backgrounds are particularly at risk for lower academic outcomes in these domains (Brenneman, Boyd & Frede, 2009; Barnett, 2008; Cognitive Development & Beyond Project, 2009). The ScMath-Dll Instrument for Teacher Learning (SMILE) assessment tool was developed to measure teacher’s knowledge. Items relevant to each workshop assess the following: (1) content knowledge; (2) understanding of the developmental learning trajectory of the concept covered; and (3) application of the content and developmental trajectory to classroom practice (pedagogical content knowledge: PCK). Further information about the intervention and the SMILE assessment, as well as implications and future directions, will be discussed

Teaching STEM in the Preschool Classroom: Exploring Big Ideas with 3- to 5-Year-Olds

This book is designed to build educators’ confidence and competence so they can bring STEM to life with young children. The authors encourage pre-K teachers to discover the value of engaging preschoolers in scientific inquiry, technological explorations, engineering challenges, and math experiences based on learning trajectories. They explain the big ideas in STEM, emphasizing teaching strategies that support these activities (such as language-rich STEM interactions), and describe ways to integrate concepts across disciplines. The text features research-based resources, examples of field-tested activities, and highlights from the classroom. Drawing from a professional development model that was developed with funding from the National Science Foundation, this book is an essential resource for anyone who wants to support preschool children to be STEM thinkers and doers. Book Features: An introduction to current thinking in early STEM teaching and learning. Best practice strategies for including STEM in the pre-K classroom. An in-depth look at the key concepts in each STEM area, including short activity descriptions, illustrations, and explanations. Resources and models co-developed with educators and used in successful professional development. Testimonials from educators explaining how the model connects with their curriculum.https://dc.etsu.edu/etsu_books/1207/thumbnail.jp

Experimental Effects of a Preschool STEM Professional Learning Model on Educators’ Attitudes, Beliefs, Confidence, and Knowledge

Early science, technology, engineering, and math (STEM) education matters for young children’s learning and their academic trajectories (McClure et al., 2017), but teachers must be empowered and supported to effectively teach STEM subjects to all children, including dual language learners (DLLs). This study focused on a curriculum-agnostic professional learning model (Brenneman, Lange, & Nayfeld, 2019), which was co-developed with educators to positively impact attitudes, beliefs, confidence, knowledge, and ultimately, teaching practice for preschool teachers around teaching STEM and working with DLLs. Forty-seven lead preschool teachers were randomly assigned to treatment or control conditions. Treatment teachers participated in over two years of connected, reflective, multi-level experiences linked to their practice. Results showed positive effects on intervention teachers’ attitudes, beliefs, and confidence towards teaching science, math, and working with dual language learners compared to control teachers. Treatment teachers also exhibited significant increases in pedagogical and content knowledge related to teaching STEM and working with DLLs, but no significant impacts on knowledge of teaching math (numeracy). Implications and future directions are discussed

Planting the Seeds of Engineering: Preschoolers Think about, Talk about, and Solve a Real Problem in the Garden

This column describes creating a classroom culture for engineering

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