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WHAT THE RESEARCH SAYS ABOUT EARLY STEM

WHAT THE RESEARCH SAYS ABOUT EARLY STEM. Through the Lens of STEM. Inquiry. Preschool Learning Cycle. Play. Foothills School of Arts & Sciences Early Learners Program. Explore. ROOTS Forest School. Discuss. Teton Valley Community School.

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WHAT THE RESEARCH SAYS ABOUT EARLY STEM

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  1. WHAT THE RESEARCH SAYS ABOUT EARLY STEM

  2. Through the Lens of STEM

  3. Inquiry

  4. Preschool Learning Cycle

  5. Play Foothills School of Arts & Sciences Early Learners Program

  6. Explore ROOTS Forest School

  7. Discuss Teton Valley Community School

  8. Keep yourself away from the ANSWERS, but alivein the middle of the QUESTIONS. Colum McCann

  9. What is Early STEM?

  10. E s t a b l i s h a a m o n g o u r s t a t e

  11. Art: Tiffany Ard, Nerdy Baby LLC A Common Language: What Do We Mean by Science?

  12. Research Says Children are natural researchers as they question what they see, hypothesize solutions, predict outcomes, experiment, and reflect on their discoveries. (Staley, 1998)

  13. A Common Language: What Do We Mean by Technology? Tools that Solve Problems

  14. A Common Language: What Do We Mean by Engineering? • Ask - Ask • Imagine - Imagine • Create - Plan • Design and test - Create • Improve - Improve (Draper & Wood, 2017) (Blank & Lynch, 2018; EiE, 2016 as referenced in Lottero-Perdue et al., 2016)

  15. A Common Language: What Do We Mean by Math? Hard wired from birth: Precursor Concepts 1.Attributes 2.Comparison 3.Patterns 4.Change (Chen et al., 2017)

  16. Research Says Failing to do so puts the child at a disadvantage, with potential lifelong consequences for their mathematical thinking and problem solving skills. (Chen et al., 2017, p. 24)

  17. Research Says Children’s math concepts at school entry are the strongest predictors of later overall school achievement, even stronger than early literacy skills (Duncan et al., 2007)

  18. A Common Language: What Do We Mean by Math? Math in Early Childhood (Zero to Three, 2017) • Addition & Subtraction • Counting • Spatial Awareness • Patterns • Shapes • Measurement

  19. A Common Language: Makerspaces

  20. Juicy Words from Makerspaces in Early Childhood Hypothesis Sticky Observation Sculpture Balance Design Fulcrum Brainstorming Octagon Sanding Hexagon Miter box

  21. A Common Language: Charging Stations McClure et al., 2017

  22. Misconception #1 Early childhood STEM requires adults to have all the answers.

  23. STEMing Anxiety: Results from Children’s Center Survey

  24. Research Says What children learn does not follow as an automatic result from what is taught, rather, it is in large part due to the children’s own doing, as a consequence of their activities and our resources. —Loris Malaguzzi, The Hundred Languages of Children

  25. Misconception #2 Early childhood STEM is not developmentally appropriate, especially for infants.

  26. They Were BORN READY

  27. Research Says Research shows that science achievement gaps ALREADY EXIST at the BEGINNING of kindergarten between certain groups, which persist through eighth grade. (Morgan et al., 2016)

  28. Misconception #3 Early childhood STEM does not promote social emotional development.

  29. Boise State Children’s Center Toddler Classroom

  30. State Infrastructure Needs to: • Identify where we are as a state • Articulate the WHY of early STEM provisions

  31. State Infrastructure Needs to: • Identify professional development needs • Provide educators hands-on experiences and continued mentorship

  32. State Infrastructure Needs to: • Provide support for students and educators in the classroom or other charging station

  33. State Infrastructure Needs to: * * • Remove silos and combine our efforts for a more efficient and potent deployment • Better serve our at-risk and underserved students * * * * *

  34. Our Efforts in Early STEM in Idaho One of many that will be highlighted today: Early Childhood STEM Project

  35. Early Childhood Collaborative & Idaho STEM Action Center Project

  36. The Four Aspects of the Project Instructional Coaching Outreach* (*long-term) Implementation Center-Wide Professional Development -Special topics course

  37. Implementation • Collaborations with • College of Engineering • Foothills School of Arts and Sciences, Early Learners Program • Boise Public Library: Parent Nights to Explore STEM (Charging Stations) • Museum of Science, Boston Engineering is Elementary

  38. Outreach • Creation of 10 videos showing how to implement STEM with infants, toddlers, and preschoolers • Research on the effects of implementing STEM within an inclusive preschool classroom on the collaborative problem solving & cooperative play of children with and without disabilities

  39. 52nd child care regulation and oversight 48th K-12 education 50th participation of preschool education

  40. Through the Lens of STEM

  41. Slide 1 Boise State University [Online Image](2018). Retrieved from https://education.boisestate.edu/blog/2015/10/02/college-of-education-committed-to-innovative-solutions-for-special-education-teacher-shortage/ STEM Action Center [Online Image](2018). Retrieved from https://stem.idaho.gov/and www.bsu.edu; Shutterstock [Online Image](2018). Girl pointing upward. Retrieved from www.shutterstock.com Slide 2 https://www.publicdomainpictures.net/en/view-image.php?image=196928&picture=reading-glasses Slide 9 Image: http://www.kidsmentalhealthinfo.com/parents-caregivers/parents-caregivers-frequently-asked-questions/ Slide 11 Image - https://www.improvutopia.com/2018/05/14/a-common-language/ Slide 12 Ard, N. [Online Image Every baby knows the scientific method. Retrieved from www.nerdybaby.com (used with permission from artist) Slide 14 Image: https://www.familyeducation.com/fun/nature-activities/10-hands-nature-activities-kids Image Sources - Retrieved from

  42. Slides 16 and 9:: https://www.zerotothree.org/resources/series/let-s-talk-about-math-early-math-video-series Slide 20: Photograph taken with parental permission and consent. Boise State University Children’s Center, Room 147 Slide 22: Diagram adapted from Takeuchi & Levine, 2014. Image retrieved from McClure et al., 2017, p. 13 Slide 26: http://rthspiro.com/category/stem/ Slide 27: Atlas Newsgroup [Online Image](2016.). Charles Murray: Widening class chasm drives exclusionary U.S. political rhetoric. Retrieved from https://www.atlasnetwork.org/news/article/charles-murray-widening-class-chasm-drives-exclusionary-u.s.-political-rhet Slide 28 https://www.independent.co.uk/life-style/health-and-families/how-to-decide-if-you-want-kids-or-not-a7752011.html Slide 30 and 35 Photographs taken with parental permission and consent. Boise State University Children’s Center, Room 138 Image Sources

  43. References Blank, J. & Lynch, S. (2018). Growing in STEM: The design process: engineering practices in preschool. Young Children (73), 4. Retrieved from https://www.naeyc.org/resources/pubs/yc/sep2018/design-process-engineering-preschool Chen, J.Q., Hynes-Berry, M., Abel, B., Sims, C., & Ginet, L. (2017). Nurturing mathematical thinkers from birth: The why, what, and how. Zero to Three,. Child Care Aware (2017). Child Care Centers in Idaho. Retrieved from http://naccrrapps.naccrra.org/map/publications/states/Idaho.pdf Education Week (2016). Idaho Earns a D-Plus on State Report Card, Ranks 48th in Nation: An Education Week State Highlight Report. Retrieved from https://www.edweek.org/ew/qc/2017/state-highlights/2017/01/04/idaho-state-highlights-report-page.html Jenkins, E. (2017). Robots could steal 40% of U.S. jobs by 2030. Retrieved from http://fortune.com/2017/03/24/pwc-robots-jobs-study/ LaForce, M., Noble, E., King, H., & Century, J. (2014). The 8 Elements of Inclusive STEM High Schools. Retrieved from http://outlier.uchicago.edu/s3/findings/elements/

  44. McClure, E.R., Guernsey, L., Clements, D.H., Bales, S., Nichols, J., Kendall-Taylor, N., & Levine M.H. (2017) STEM starts early: Grounding science, technology, engineering, and math education in early childhood. New York: The Joan Ganz Cooney Center at Sesame Workshop. Morgan, P. L., Farkas, G., Hillemeier, M. M., & Maczuga, S. (2016). Science achievement gaps begin very early, persist, and are largely explained by modifiable factors. Educational Researcher, 45(1), 18-35. STEMTEC (2000). Official website. Retrieved from http://k12s.phast.umass.edu/~stemtec/ Trundle & McCabe (2017). Young Children

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