Mathematical and Scientific Development in Early Childhood A Workshop Summary (2005) / Chapter Skim
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1 Introduction
1 Introduction
Pages 1-4
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describes the current status of the programs in which young children are educated, setting that description in the context of recent contributions from the field of cognitive science. Adding It Up: Helping Children Learn Mathematics (National Research Council, 2001a)
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This one-day workshop was designed as an initial step in exploring the research in cognition and developmental psychology that sheds light on children's capacity to learn mathematical and scientific ideas. The workshop brought experts together to discuss research on the ways children's cognitive capacities can serve as building blocks in the development of mathematical and scientific understanding.
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.1 The learning that takes place in these centers varies widely. Although measuring the quality of early childhood education is complicated, a number of indicators suggest that many children, especially those living in poverty and with other risk factors, are "served in child care programs of such low quality that learning and development are not enhanced and may even be jeopardized" (National Research Council, 2001b, p.
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The cognitive skills in mathematics and science displayed by young children are not only the roots of later literacy in those areas, they are also building blocks in the development of the capacity to comprehend complex relationships and reason about those relationships. Indeed, research has highlighted the importance of the link between early learning experiences and subsequent achievement (National Research Council and Institute of Medicine, 2000)
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