Preschool Pathways to Science Excerpt

PRESCHOOL PATHWAYS TO SCIENCE

Authors

Rochel Gelman
Kimberly Brenneman
Gay Macdonald
Moisés Román

PRESCHOOL

PrePSTM

FACILITATING SCIENTIFIC

PATHWAYS

WAYS OF THINKING,

TO TALKING, DOING,

SCIENCE AND UNDERSTANDING

by

Rochel Gelman, Ph.D. Kimberly Brenneman, Ph.D.

Rutgers University Piscataway, New Jersey

Gay Macdonald, Ph.D.

UCLA Early Care and Education, Krieger Center Los Angeles

Moisés Román, M.A.

UCLA Early Care and Education, University Village Center Los Angeles

Table of Contents

1 Introduction to PrePS™

Young children can demonstrate surprisingly abstract abilities and can develop a rich understanding of scientific concepts. Reports indicate that science learning opportunities should be strengthened in early education. Some preschool educators may feel unprepared to teach science due to their lack of training, but many preschoolers are eager and capable learners.

SCIENCE FOR PRESCHOOL?

Many educators underestimate preschoolers' capacity for scientific reasoning. Empirical studies show that preschool-age children can grasp complex scientific ideas. Children are natural explorers, demonstrating scientific inquiry skills when given the opportunity.

MORE COMPETENCE THAN MEETS THE EYE

Research shows that preschoolers can engage in scientific thinking and that their conceptual competence is often advanced. When children are given opportunities to explore topics deeply, they can demonstrate sophisticated understanding.

A PREVIEW OF PrePS

PrePS encourages science-based learning through activities that promote exploration and active inquiry, allowing children to build connections among concepts.

2 The Nature and Development of Concepts: Implications for Teaching Preschool Science

This section discusses the developmental theories that apply to preschoolers’ learning and how these can guide effective teaching practices. Research indicates that children can grasp complex concepts through hands-on, inquiry-based approaches.

3 Key Science Practices

This chapter outlines key practices that support scientific inquiry, including observing, predicting, checking, and measuring.

Activities

4 Getting Started and Moving Forward

Strategies for implementing PrePS in a preschool classroom are discussed here, emphasizing the role of teachers in facilitating children's exploration and inquiry.

5 Assessment

This chapter explores how to assess the impact of PrePS on student learning and the classroom environment.

6 References

Comprehensive bibliographical references are provided to support the content and practices discussed in the book.

7 Index

An index is included to aid in the navigation of the book's contents.

Acknowledgments

A heartfelt thanks to all individuals who supported the development of PrePS, including educators, researchers, and families who contributed to the learning experiences described in this work.

About the Authors

Rochel Gelman, Ph.D.

A professor of Psychology at Rutgers, known for pioneering research in children's cognitive development.

Kimberly Brenneman, Ph.D.

An assistant research professor focused on early childhood education and scientific reasoning in preschoolers.

Gay Macdonald, Ph.D.

Executive Director of UCLA Early Care and Education, involved in advancing quality early childhood education programs.

Moisés Román, M.A.

Director at UCLA University Village Center, emphasizing research and implementation of effective educational practices in early childhood settings.