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Mathematical and Scientific Development in Early Childhood A Workshop Summary (2005) / Chapter Skim
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Afterword: Next Steps--Jean Moon and Heidi Schweingruber
Pages 31-34

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From page 31...
... The interest and enthusiasm expressed by workshop participants indicate that both researchers and practitioners see a need for greater attention to research on mathematics and science in early childhood. The nineteenth volume of the Early Childhood Research Quarterly devoted to research on mathematics and science, to which many workshop participants contributed, offers further evidence of a strong commitment in the early childhood research community to advance work in this area.
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From page 32...
... Modern research in developmental psychology describes unexpected competencies in young children and calls into question models of development based on Piaget, which suggested that children were unable to carry out sophisticated cognitive tasks, such as perspective taking or measuring (Gelman and Brenneman, 2004; Newcombe, 2002; National Research Council and Institute of Medicine, 2000)
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From page 33...
... Bringing together the existing work in developmental psychology with research focused more specifically in mathematics and science education may begin to elucidate these kinds of developmental trajectories and clarify the most fruitful directions for future research. Another newly emerging perspective on cognitive development also has profound implications for mathematics and science in early childhood education.
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From page 34...
... The influence of research on the development of literacy skills demonstrates that a strong research base can influence policy and practice. The research base in mathematics and science is weaker than that in literacy, with less developed basic and applied research and fewer longitudinal studies (especially in science)
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