NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1203532
Record Type: Journal
Publication Date: 2019-Jan
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1082-3301
Integrating STEM into Preschool Education; Designing a Professional Development Model in Diverse Settings
Brenneman, Kimberly; Lange, Alissa; Nayfeld, Irena
Early Childhood Education Journal, v47 n1 p15-28 Jan 2019
High quality early childhood education and science, technology, engineering, and mathematics (STEM) learning have gained recognition as key levers in the progress toward high quality education for all students. STEM activities can be an effective platform for providing rich learning experiences that are accessible to dual language learners and students from all backgrounds. To do this well, teachers need professional development on how to integrate STEM into preschool curricula, and how to design experiences that support the dual language learners in the classroom. To address this need, a professional development model was designed to empower preschool educators to provide rich, high-quality STEM learning experiences, with particular emphasis on working in schools serving children from culturally and linguistically diverse backgrounds. This model was created based on best practices in adult learning and teacher professional development, on developmentally appropriate STEM concepts and teaching interactions, and in collaboration with educators to design professional supports that were responsive to their needs. We worked in under-resourced communities in a North East state in the United States to design a model that is culturally appropriate, and that is flexible enough to be implemented within any curricula and with a variety of materials. In this article, we outline the main components and the iterative design process we undertook to ensure that the professional supports are relevant and effective for teachers and children. Finally, the article presents feedback from educators who participated in the design and implementation of the model, as well as discussion of how our process can inform other teacher educators and those interested in promoting early STEM in diverse preschool settings.
Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: DRL1019576