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Duschl, R. Taking science to school: Learning and teaching science in grades K From neurons to neighborhoods: An update: Workshop summary.
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Washington, D. C: National Academies Press. National Research Council. From neurons to neighborhoods: The science of early child development. Next generation science standards: For states, by states.
Alexander, J. Longitudinal analysis of the relations between opportunities to learn about science and the development of interests related to science. Science Education, 96 5 , — Emerging individual interest related to science in young children. The development of conceptual interests in young children. Cognitive Development, 23 2 , — Brenneman, K. Assessment for preschool science learning and learning environments. Early Childhood Research and Practice, 13 1. Callanan, M. Parent-child conversations about science and literacy: Links between formal and informal learning.
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New York: Peter Lang. Cognitive Development, 7 2 , — Conventionality in family conversations about everyday objects. New Directions for Child and Adolescent Development, , 83— Cook, C.
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Cognition, 3 , — Crowley, K. Shared scientific thinking in everyday parent-child activity. Science Education, 85 6 , — Parents explain more often to boys than to girls during shared scientific thinking. Psychological Science, 12 3 , — Building islands of expertise in everyday family activity. Leinhardt, K. Knutson Eds.
Mahwah, NJ: Lawrence Erlbaum. DeLoache, J. Planes, trains, automobiles-and tea sets: Extremely intense interests in very young children. Developmental Psychology, 43 6 , — Fender, J. How parent explanation changes what children learn from everyday scientific thinking.
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Journal of Applied Developmental Psychology, 28 3 , — Fisher, P. Early math interest and the development of math skills. Journal of Educational Psychology, 3 , — Johnson, K.
Factors associated with the early emergence of intense interests within conceptual domains. Cognitive Development, 19 3 , — Klahr, D. Science, , — Leibham, M. We know that young children are natural scientists and that early science and math are cornerstones of school readiness.
Early childhood educators play a critical role in supporting science and math education through exploration and inquiry based learning. This training offers answers to what is a developmentally appropriate early science curriculum for preschoolers as well as infants and toddlers.
A Head Start on Science: Encouraging a Sense of Wonder
Principles of nature-based play and how it relates to school readiness will be discussed. The academic importance and social implications of providing STEM Science, Technology, Engineering and Math curriculum to young children will be reviewed. Science and math activities that encourage a sense of wonder in young children will be presented through hands-on demonstrations and discussions. As a result of attending this seminar, you should be able to:. Date: March 20, Time: am — pm Hours: 7.