ERIC Number: ED534142
Record Type: Non-Journal
Publication Date: 2009-Mar
Abstractor: As Provided
Reference Count: 89
Math and Science in Preschool: Policies and Practice. Preschool Policy Brief. Issue 19
Brenneman, Kimberly; Stevenson-Boyd, Judi; Frede, Ellen C.
National Institute for Early Education Research
Improving mathematics and science learning is of great concern to educators and policymakers. Because early experiences affect later education outcomes, providing young children with research-based mathematics and science learning opportunities is likely to pay off with increased achievement, literacy, and work skills in these critical areas. This report addresses the development of mathematics and science understanding in preschool children, reviews the current knowledge base on educational practices in these domains, identifies areas that require further study, and outlines recommendations for early education policy in mathematics and science.
Descriptors: Preschool Children, Educational Practices, Mathematics Instruction, Science Instruction, Reading Skills, Mathematics Skills, Science Process Skills, School Readiness, Standards, Curriculum Development, Accountability, Student Evaluation, Teacher Competencies, Teacher Education, Professional Development, Family School Relationship
National Institute for Early Education Research. Rutgers The State University of New Jersey, 73 Easton Avenue, New Brunswick, NJ 08901. Tel: 848-932-4350; Fax: 732-932-4360; e-mail: firstname.lastname@example.org; Web site: http://www.nieer.org
Publication Type: Reports - Evaluative
Education Level: Early Childhood Education; Preschool Education
Sponsor: Pew Charitable Trusts
Authoring Institution: National Institute for Early Education Research