Science and Engineering in Preschool Through Elementary Grades The Brilliance of Children and the Strengths of Educators (2022) / Chapter Skim
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and mathematics; educators and school leaders who often do not have backgrounds in science and engineering; limited professional learning opportunities; and lack of time, space, and resources. As a result, many preschool and elementary classrooms provide only limited opportunities to engage in science and engineering learning.
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Given the importance of early opportunities to engage in science and engineering learning, as well as these complex challenges, the Carnegie Corporation of New York and the Robin Hood Learning + Technology Fund commissioned the National Academies of Sciences, Engineering, and Medicine to examine the research on effective approaches to science and engineering instruction in preschool through fifth grade.1 The committee explored the kinds of learning experiences prior to entering school that help to provide a strong foundation for science and engineering learning; how children's learning can be supported in schools to include promising instructional approaches and integration of content; the design and use of curriculum and instructional materials; and how to support teachers through professional learning opportunities and policies, practices, and leadership at the national, state, and local levels. This report was developed during a pivotal moment in history.
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The findings cover fundamental insights about children's learning, how to design instruction and curriculum, supports for educators, and the importance of administrative leadership and policy. Prioritizing Science and Engineering in Preschool Through Elementary Grades Starting from infancy, children begin to investigate the world and develop explanations; construct representations; scope problems and develop and refine solutions; communicate their reasoning and learn from others; and consider actions based on fairness, impact, or justice.
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Learning environments in science and engineering for preschool and elementary ages emphasize caring and respect, meaningful and rich contexts, iterative refinement of ideas and sensemaking, collaboration and collective thinking, meaningful assessment, and work to undo systemic oppression. By developing learning environments that support both development and demonstration of children's proficiencies, including making connections across contexts of learning, educators help children see their ideas, interests and identities, and practices as meaningful for school science and engineering as well as seeing how science and engineering can be useful in their lives.
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Instructional designs incorporating integration need to respect the unique content and practices of each domain included, make meaningful connections among the domains, and be developmentally, culturally, and linguistically appropriate. Preschool through elementary teachers benefit from access to highquality curriculum materials.
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These three related pieces allow researchers to analyze local leadership practices that enable equitable preschool and elementary science and engineering instruction. School leaders play an important role in providing guidance for teachers, particularly in the area of science and engineering education.
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RECOMMENDATION 3: Preschool and elementary school leaders should evaluate the characteristics of classroom instruction, the qualifica tions of teachers hired and whether the hiring practices serve to promote educator diversity, and the professional learning opportunities offered to teachers so that adjustments can be made as needed to support and enhance teachers' capacities for teaching science and engineering well. RECOMMENDATION 4: State leaders, district leaders, and research ers should work together to build connections across preschool and el ementary school and to conduct research to investigate how alignment and coherence across preschool through elementary supports children's learning of science and engineering.
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Curriculum and Content Integration RECOMMENDATION 10: Curriculum developers should work in partnership with researchers, teachers, school or district leaders, and families and community leaders to develop preschool through elemen tary science and engineering curriculum materials that are coherent and equitable, that build toward the vision of A Framework for K–12 Science Education, and that • provide opportunities for children's sensemaking around investiga tion and design; • build on children's interests and repertoires of practice; • provide educative supports for teachers; • provide opportunities for teachers to make productive adaptations to meet contextual needs; • provide supports for teachers to make meaningful connections to communities and families;
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Supporting Educators RECOMMENDATION 14: Teacher educators (in and outside of schools of education) , facilitators of professional learning experiences, and school and district leaders should • help preschool through elementary teachers to recognize the impor tance and value of teaching science and engineering; • understand and address the needs and goals of classroom teachers; • support teachers in connecting their professional learning with their classroom practice; • foreground authentic and equitable science and engineering content and disciplinary practice; • allow for meaningful integration of science and/or engineering with other subjects; and • support teachers' effective use and adaptation of science and engi neering curriculum materials.
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RECOMMENDATION 16: Schools of education should provide pro fessional learning opportunities for science teacher education faculty on how to work toward equity and justice in teacher education. RECOMMENDATION 17: Federal agencies should reassess how funds are allocated for research and development efforts to enhance teach ing and learning of science and engineering within preschool through elementary classrooms and prioritize efforts that • diversify the preschool through elementary teacher workforce; • recognize the unique character of preschool through elementary teachers and teaching; • develop teachers as leaders; • support research and development that works across content areas to support teacher educators, teachers, and children in making meaningful connections; and • elevate the study of equitable curricular resources and initial and ongoing teacher professional learning experiences that support teachers in working toward equity and justice in preschool and elementary science and engineering.
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