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Mathematics and Science Learning Opportunities in Preschool Classrooms
Shayne B Piasta1, Christina Yeager Pelatti1, Heather Lynnine Miller1
1Children's Learning Research Collaborative, The Ohio State University.
Early Education and Development
|December 10, 2014
Summary
Preschool children receive about 25% of instructional time for math and science learning opportunities. However, the quality and quantity of these early childhood education experiences vary significantly based on teacher and program characteristics.
Area of Science:
- Early Childhood Education
- STEM Education Research
Background:
- Preschool education standards emphasize mathematics and science integration.
- Previous research has not fully established the extent of math and science learning opportunities in preschool.
Purpose of the Study:
- To examine the amount and type of mathematics and science learning opportunities in preschool.
- To investigate associations between these opportunities and classroom/program characteristics.
Main Methods:
- Direct observation and coding of instruction in 65 preschool classrooms.
- Analysis of mathematics and science learning opportunities provided to children.
Main Results:
- Children experienced an average of 24 minutes (math) and 26 minutes (science) of learning opportunities daily (approx. 25% of instructional time each).
- Significant variability was observed in the quantity and nature of these STEM learning opportunities.
- Variability was linked to teacher experience, education level, and program socioeconomic status.
Conclusions:
- While math and science integration in preschool is greater than previously thought, significant diversity exists.
- Ensuring equitable access to quality math and science learning opportunities requires further professional development for preschool teachers.
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