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Mathematical and Scientific Development in Early Childhood: A Workshop Summary (2005)

Chapter: Appendix B: Workshop Participants

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Suggested Citation:"Appendix B: Workshop Participants." National Research Council. 2005. Mathematical and Scientific Development in Early Childhood: A Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/11178.
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Appendix B
Workshop Participants

PRESENTERS

Doug Clements, State University of New York, Buffalo

Lucia French, Warner School of Education, University of Rochester

Rochel Gelman, Rutgers Center for Cognitive Science, Rutgers University

Nora S. Newcombe, Department of Psychology, Temple University

Gregg Solomon, Division of Elementary, Secondary, and Informal Education, National Science Foundation

Karen Worth, Education Development Center, Newton, MA

OTHER PARTICIPANTS

Daniel B. Berch, National Institute of Child Health and Human Development, National Institutes of Health

Toni Bickart, Teaching Strategies, Inc., Washington, DC

Jodi Jacobson Chernoff, Education Statistics Services Institute, Washington, DC

Diane Trister Dodge, Teaching Strategies, Inc., Washington, DC

Suzanne Donovan, National Research Council

Caroline Ebanks, Institute of Education Sciences, U.S. Department of Education

Patricia Freitag, National Science Foundation

Ruth Friedman, House Committee on Education and the Workforce, U.S. Congress

Suggested Citation:"Appendix B: Workshop Participants." National Research Council. 2005. Mathematical and Scientific Development in Early Childhood: A Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/11178.
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Charles Gallistel, Center for Cognitive Science, Rutgers University

Charles Hohmann, High/Scope Educational Research Foundation, Ypsilanti, MI

Mary Hohmann, High/Scope Educational Research Foundation, Ypsilanti, MI

Ivelisse Martinez-Beck, Child Care Bureau, Washington, DC

Christine Massey, Pre-College Research and Education, University of Pennsylvania

Monica Neagoy, Division of Elementary, Secondary, and Informal Education, National Science Foundation

Jennifer Park-Jadotte, Teaching Strategies, Inc., Washington, DC

Suggested Citation:"Appendix B: Workshop Participants." National Research Council. 2005. Mathematical and Scientific Development in Early Childhood: A Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/11178.
×
Page 41
Suggested Citation:"Appendix B: Workshop Participants." National Research Council. 2005. Mathematical and Scientific Development in Early Childhood: A Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/11178.
×
Page 42
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Expectations for early learning are very different than they were even as recently as a decade ago. With increased recognition of the intellectual capacities of young children, as well as a growing understanding of how these capacities develop and can be fostered, has come a growing recognition that early childhood education, in both formal and informal settings, may not be helping all children maximize their cognitive capacities. Mathematical and Scientific Development in Early Childhood explores the research in cognition and developmental psychology that sheds light on children's capacity to learn mathematical and scientific ideas. This summary report of the discussions and presentations at the workshop is designed to frame the issues relevant to advancing research useful to the development of research-based curricula for mathematics and science for young children.

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