Mathematical and Scientific Development in Early Childhood A Workshop Summary (2005) / Chapter Skim
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3 Going from Knowledge to Practice
3 Going from Knowledge to Practice
Pages 13-20
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From page 13... ...
Most participants agreed that while research findings have much to offer practitioners, the reverse is also true and that the greatest wisdom is to be gotten from a situation in which research and practice can continually contribute to and gain from one another. The presenters and discussants were guided by two broad questions: · How is the research base on early mathematical and scientific cognitive development currently reflected in early childhood curricula and settings in the United States?
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From page 14... ...
Clements and his colleagues have developed an operating framework for thinking about curriculum research. Such research can begin with an a priori foundation, a broad philosophy of learning rooted in past research that yields a starting notion of the way children learn.
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From page 15... ...
In other words, the early stages of the research provide low-risk opportunities to identify weaknesses, such as conditions in which the program does not succeed, unintended consequences, and so forth, and to make changes in response. The research process benefits from the feedback obtained from progressive stages of classroom experience with the model.
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From page 16... ...
. The curriculum French and her colleagues, a team of researchers and practitioners, have devised, while not based in a particular theoretical perspective regarding the way young children learn science, is organized around the scientific processes as defined in the national science standards (National Research Council, 1996)
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From page 17... ...
However, because the focus is on the scientific process, the program allows flexibility for the teachers to respond to the children's interests or to unexpected events outside or in the classroom that present a learning opportunity. While the teachers provide guidance in many ways, supplying suitable materials, asking questions designed to elicit scientific thinking, and so forth, the children can instigate projects or topics.
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From page 18... ...
Worth argued that most of them are essentially fun activity books rather than curricula that reflect a research based notion of how children learn or well thought-through goals for their science learning. In reference to the second workshop question, regarding ways in which research could more effectively be brought to bear on classroom practice in the future, Worth began by describing work that she has done through a National Science Foundation project developing materials for classrooms, teacher guides, and professional development guides.
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From page 19... ...
BOX 3-1 Characteristics of an Effective Science Program · Builds on children's prior experiences, backgrounds, and early theories · Draws on children's curiosity, while encouraging children to pursue their own questions and develop their own ideas. · Engages children in in-depth exploration of a topic over time in a carefully prepared environment · Encourages children to reflect on, represent, and document their experienc es, and to share and discuss their ideas with others.
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From page 20... ...
Thus, the questions of how much knowledge, what kind of knowledge, and what kind of preparation and support teachers need assume critical importance. Worth argued that teachers need to know far more science than they currently do; "They have to have inquired before they can help children inquire.
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