Noting that effective teaching models that emphasize critical thinking in mathematics and science are used less often in early childhood classrooms than in those for older students, this book provides early childhood educators with an explanation of teaching models that promote 3- to 8-year-olds critical thinking, problem solving, decision making, and cooperative learning through the creative construction of mathematics and science concepts. Chapter 1 reviews how children acquire mathematics and science knowledge, discusses appropriate math and science concepts and science process skills for early childhood, emphasizes the value of critical thinking as children construct knowledge, and includes techniques to integrate mathematics and science concepts. Chapter 2 includes an adapted Learning Cycle Lesson format called 5E (engagement, exploration, explanation, expansion, and evaluation), provides examples of math and science learning cycle lessons, and discusses the benefits of this lesson format. Chapter 3 discusses Bruner's emphasis on concept attainment through inductive reasoning. This chapter also provides examples of whole-group concept attainment activities, includes suggestions enabling educators to develop their own concept attainment activities, and discusses the benefits of incorporating concept attainment activities into early childhood mathematics and science curriculum. Chapter 4 introduces the Concept Mapping technique, discusses the format for implementing this technique with early childhood-age children, presents examples of concept mapping, and discusses the benefits of this technique. Chapter 5 summarizes critical thinking models for early childhood-age children, emphasizing the overall benefits of the teaching/learning models and the need to incorporate critical thinking into the early childhood mathematics and science curriculum. Chapters 2 through 4 include sample activities. All but one of the chapters contain references. (KB)