Project Activities
In this three-year project, the researchers are developing, implementing, and conducting an initial evaluation of an integrated preschool math and science curriculum that is anchored to state benchmarks. The curriculum includes detailed lesson plans that are linked to demonstration videos of high quality implementation, along with a range of teaching resources. The researchers are using an integrated approach in these curricula, coherently linking science and mathematics with one another and with language and literacy concepts throughout the school year.
Structured Abstract
Setting
State-sponsored prekindergarten classrooms in Virginia are participating in the study.
Sample
The Virginia Preschool Initiative classrooms serve children who may be at risk for difficulty in school, and who are not being served by federal programs such as Head Start and Title I. Thirty-nine percent are African American and more than 50 percent live in families with incomes below the poverty line. Forty-five teachers and their students are participating in the project.
Intervention
The intervention includes an integrated early mathematics and early science preschool program that is anchored to state benchmarks and developed according to the procedures and standards used for My Teaching Partner Prekindergarten Language and Literacy. Each curriculum includes detailed lesson plans that are linked to demonstration videos of high quality implementation, along with a range of teaching resources. My Teaching Partner provides teachers with instructional sequencing, required activities each week, and opportunities to choose from weekly menus those activities best suited to their students' needs.
Research design and methods
After developing and implementing the curriculum, the researchers will conduct an initial evaluation of the influence of the curricula and teacher supports on children's mathematics and science learning. Forty-five teachers and their students within one large school district are being randomly assigned to one of three conditions: teachers who receive the My Teaching Partner math and science materials and activities (curriculum only); teachers who receive the My Teaching Partner math and science materials and activities, plus access to the supplementary web-based resources (curriculum plus web); and teachers who receive neither the My Teaching Partner materials and activities nor access to the web resources (control or business-as-usual). The randomization is occurring at the teacher level.
Control condition
Teachers in the control condition are employing the district's standard preschool mathematics and science curricula.
Key measures
The Academic Rating Scale was developed for the Early Childhood Longitudinal Study-Kindergarten Cohort used in the Multi-State Prekindergarten Study to assess early development of academic skills. For this project, the researchers are using the seven-item Mathematical Thinking subscale of the Academic Rating Scale. The researchers are also creating and piloting a Scientific Thinking subscale that mirrors the format of the Academic Rating Scale.
Data analytic strategy
The researchers are using a variety of statistical techniques, ranging from basic descriptive analyses to multilevel modeling of children's learning. To account for the nested design, the researchers are implementing a multilevel analytical model.
People and institutions involved
IES program contact(s)
Products and publications
Products: Products from this project include an integrated preschool mathematics and science curriculum, and published reports of the initial evaluation of the effects of this program on preschool children's mathematics and science learning.
Journal article, monograph, or newsletter
Kilday, C.R., and Kinzie, M.B. (2009). An Analysis of Instruments That Measure the Quality of Mathematics Teaching in Early Childhood. Early Childhood Education Journal, 36(4): 365-372.
Sackes, M., Flevares, L., and Trundle, K.C. (2010). Four- to Six-Year Old Children's Conceptions of the Mechanism of Rainfall. Early Childhood Research Quarterly, 25(4): 536-546.
Sackes, M., Trundle, K.C., and Flevares, L. (2009). Using Children's Literature to Teach Standard-Based Science Concepts in Early Years. Early Childhood Education Journal, 36(5): 415-422.
Sackes, M., Trundle, K.C., and Flevares, L. (2009). Using Children's Books to Teach Inquiry Skills. Young Children, 64(6): 24-26.
Trundle, K.C., and Sackes, M. (2008). Sky Observations by the Book: Lessons for Teaching Young Children Astronomy Concepts With Picture Books. Science and Children, 46(1): 36-39.
Trundle, K.C., and Sackes, M. (2010). Look! It is Going to Rain: Using Books and Observations to Promote Young Children's Understanding of Clouds. Science and Children, 47(8): 29-31.
Wang, F., Kinzie, M.B., McGuire, P., and Pan, E. (2010). Applying Technology to Inquiry-Based Learning in Early Childhood Education. Early Childhood Education Journal, 37(5): 381-
Supplemental information
Purpose: In this project, the research team is developing and conducting an initial evaluation of an integrated mathematics and science preschool curriculum.
Questions about this project?
To answer additional questions about this project or provide feedback, please contact the program officer.
