More PEAS Please! Bridging the Gap Between Preschool and K-12 Science Learning Environments

请更多豌豆！

• 批准号: 10835596
• 负责人: Virginia Carraway Stage
• 金额: $ 26.24万
• 依托单位: NORTH CAROLINA STATE UNIVERSITY RALEIGH
• 依托单位国家: 美国
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-05-02 至 2025-05-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10835596
• 关键词: 5 year old; Achievement; Administrator; Applied Research; Biological Sciences; Child; Communities; Country; Development; Education; Educational process of instructing; Ensure; Exclusion; Exposure to; Faculty; Foundations; Future; Goals; Growth and Development function; Head Start Program; Health Sciences; Individual; Knowledge; Language; Language Development; Learning; Modeling; Next Generation Science Standards; Nursery Schools; Program Development; Program Sustainability; Research Project Grants; Rural; School Teachers; Schools; Science; Science, Technology, Engineering and Mathematics Education; Training; Underrepresented Minority; United States National Institutes of Health; career preparation; design; early childhood; early experience; educational atmosphere; experience; feeding; implementation science; improved; innovation; inquiry-based learning; interest; kindergarten; learning strategy; minority children; novel strategies; programs; science education; science teacher; success; support network; teacher

PROJECT SUMMARY/ABSTRACT Preschool is generally excluded from efforts to integrate STEM education into school settings. As a result, little STEM is actually taking place in preschool classrooms, resulting in millions of children each year entering K-12 having limited exposure to quality STEM learning. This is particularly concerning for underrepresented, minority (URM) children, who often start kindergarten lacking the foundation needed for academic success. If children do not engage in quality STEM experiences early, they lose interest and the lack the confidence that they can “do” STEM. Unfortunately, preschool learning environments do not generally provide quality science education with a poorly prepared educator workforce, and a gap between preschool and elementary STEM teaching practices being cited as primary barriers. To bridge this gap, this project will bring together an interdisciplinary team of early childhood educators, K-12 STEM faculty, and Head Start preschools to focus on building a stronger preschool STEM educator workforce. Our central goal for this project is to develop, evaluate, and disseminate PEAS (Preschool Education in Applied Sciences), an innovative multi-component professional development program focused on teaching preschool educators how to design and guide effective, inquiry-based learning experiences that teach science and develop language within the context of healthy living. PEAS will address well-described gaps in the scientific training of early childhood teachers that threaten the effective implementation of science-focused learning activities, and ultimately, the long-term growth and development of underrepresented minority (URM) children in science. This project aims to impact preschool learning environments by: (1) developing the PEAS Teaching Guide, a novel approach to teaching preschool teachers how to design and teach developmentally appropriate, integrative, inquiry-based science for 3-5-year-old children aligned with the Next Generation Science Standards’ Practices of Science and the Life Science Disciplinary Core Idea; (2) creating an NIH SEPA PEAS Institute for Early Childhood Teachers focused on building science teaching knowledge, science teaching interest, and science teaching efficacy among participating teachers; and (3) establishing an early STEM support network of Head Start teachers, administrators, program faculty, and community partners within and between NC-based Head Start programs to ensure continued teacher support and program sustainability. Over the course of the program, we will impact over 350 teachers and 3,400 children with hands-on, inquiry- based science learning, with thousands of additional children reached as teachers continue implementing the PEAS approach in subsequent years. Further, strengthening the preschool educator workforce will improve the quality of early STEM experiences, “bridge the gap” between preschool and K-12 learning environments, advance the field by serving as a model for future programs, and ultimately feeding the STEM pipeline.

项目摘要/摘要 学龄前通常被排除在将STEM教育整合到学校环境中的努力之外。结果，很少 STEM实际上是在学龄前教室中进行的，每年都会有数百万个儿童进入K-12 对质量STEM学习的接触有限。这特别关注代表性不足的少数族裔 （URM）经常开始幼儿园缺乏学术成功所需的基础的孩子。如果孩子这样做 不要尽早从事高质量的STEM体验，他们失去了兴趣，并且缺乏可以“做”的信心 干。不幸的是，学龄前的学习环境通常不会提供优质的科学教育 准备不足的教育者劳动力，以及学龄前与基础STEM教学实践之间的差距 被称为主要障碍。 为了弥合这一差距，该项目将召集一个幼儿教育工作者的跨学科团队K-12 STEM教师和Head Start幼儿园专注于建立更强大的学龄前的STEM教育者劳动力。 该项目的核心目标是开发，评估和传播豌豆（应用学龄前教育 科学），一个创新的多组分专业发展计划，旨在教学学龄前儿童 教育工作者如何设计和指导有效的，基于询问的学习经验，教学和发展科学 在健康生活的背景下的语言。豌豆将解决在科学训练中描述的差距 威胁有效实施科学学习活动的幼儿教师， 最终，科学中代表性不足的少数民族（URM）的长期增长和发展。 该项目旨在影响学龄前学习环境：（1）开发豌豆教学指南，一个 教学学龄前教师的新方法如何设计和教学在发展上适当， 与下一代科学标准一致的3-5岁儿童的综合性，基于询问的科学 科学实践和生命科学纪律核心思想； （2）创建一个NIH Sepa豌豆研究所 幼儿教师专注于建立科学教学知识，科学教学兴趣和 参与教师的科学教学效力； （3）建立一个早期的STEM支持网络 基于NC的主持人，管理员，计划教师和社区合作伙伴 主持计划以确保教师的支持和计划可持续性。 在该计划的过程中，我们将影响350多名教师和3,400名儿童动手询问 - 基于科学的学习，随着教师继续执行 随后几年的豌豆接近。此外，加强学龄前教育者的劳动力将改善 早期STEM体验的质量，幼儿园和K-12学习环境之间的“弥合差距”， 通过作为未来程序的模型并最终喂养STEM管道的模型来推进该领域。

项目成果

Integration of Food-based Learning With Science in the Preschool Classroom: Implementation Gaps and Opportunities.

在学前班课堂上将基于食物的学习与科学相结合：实施差距和机遇。

• DOI: 10.1016/j.jneb.2023.01.002
• 发表时间: 2023
• 期刊: Journal of nutrition education and behavior
• 影响因子: 2.6
• 作者: Dixon,Jocelyn;Hegde,ArchanaV;Goodell,LoraSuzanne;Arnold,NicoleL;Swindle,Taren;Dev,DiptiA;Méndez,LucíaI;McMillan,ValerieJ;Lee,TammyD;Stage,VirginiaC
• 通讯作者: Stage,VirginiaC

Corrigendum.

• DOI: 10.1111/jebm.12410
• 发表时间: 2020-08
• 期刊: Journal of evidence-based medicine

Let's Talk: Linking Science and Language Learning in the Preschool Classroom.

让我们谈谈：将学前班课堂中的科学与语言学习联系起来。

• 发表时间: 2023
• 期刊: YC young children : the journal of the National Association for the Education of Young Children
• 作者: Méndez,LucíaI;Lee,TammyD;Hegde,ArchanaV;McMillan,ValerieJarvis;Dixon,JocelynB;Goodell,LSuzanne;Stage,VirginiaC
• 通讯作者: Stage,VirginiaC