The Development of Pre-K Science, Technology, and Engineering Standards

2012 MA PRE-STEM and STEM SummitOctober 17&18, 2012Karen WorthWheelock College kworth@wheelock.edu

Why New Pre-K STE Standards?

• It is an opportunity to define the nature and substance of Pre-K STE• It is an opportunity to emphasize the importance of STE

in Pre-K• A State Pre-K- 12 STE revision process is underway

Building on What We Know and Have

Frameworks• The Curriculum Framework for English Language Arts and

Literacy (March 2011): Standards for Pre-Kindergarten and Kindergarten • The Curriculum Framework for Mathematics (March

2011): Standards for Pre-Kindergarten and Kindergarten • Head Start Child Development and Early Learning

Framework

Building on What We Know and Have

Guidelines• The Early Learning Guidelines for Infants and Toddlers

(November 2010) • The Guidelines for Preschool Learning Experiences (April

2003) in all domains except English Language Arts and Mathematics • The Kindergarten Learning Experiences (April 2008) in all

domains except English Language Arts and Mathematics• Headstart

Building on What We Know and Have

Formative Assessment Tools• The Work Sampling System• High Scope Child Observation Record• Teaching Strategies Gold: Assessment System

The Nature of Standards

Standards are…• Learning outcomes – what children need to know and be

able to do

Standards are not…• Curriculum• Pedagogy

A Word About MATH

Domains of Knowledge from The Curriculum Framework for Mathematics (March 2011)

• Counting and Cardinality• Operation and Algebraic Thinking• Measurement and Data • Geometry

A Word About ELA

Domains of Knowledge from The Curriculum Framework for English Language Arts and Literacy (March 2011)

• Reading Standards for Literature • Reading Standards for Informational Text • Reading standards: foundational skills • Language Standards • Writing Standards • Speaking and Listening Standards

STE Standards and the Whole Child

• Curiosity and play • Mathematics (THE M IN STEM)• English Language Arts (ELA)• Physical development and motor skills• Social and emotional development• Approaches toward play and learning• Language and communication development

Characteristics of STE

• Interesting and engaging• Developmentally appropriate and child-centered• Conceptually based• Real world based• Reasoned and reflective• Challenging• Integrated with other domains• Integrated within children’s play

Video • Is this math? • Is this literacy? • Is this science? • Is this thinking skills? • Is this social and emotional development? • Is this physical development?

Video • Is this math? • Geometry, number, measurement

• Is this literacy? • Communication, description, vocabulary

• Is this science? • Forces, equilibrium, balance

• Is this thinking skills?• Problem solving, designing, questioning

• Is this social and emotional development?• Cooperation, handling challenge and frustration

• Is this physical development?• Large and small muscle control, hand-eye coordination

Pre-K STE Standards

• Work in Progress/Process• Based in a National Framework and the on-going work of

revision of the MA Frameworks for Science, Technology and Engineering • Three domains• Practices of science and technology• Cross-cutting concepts• Disciplinary core ideas

Dimension 1: STEM Practices • Asking questions (science) and solving problems

(engineering)Math Framework: Make sense of problems and persevere in solving them

• Developing and using models Math Framework: Model with mathematics• Planning and carrying out investigations

Math Framework: Reason abstractly and quantitatively

• Analyzing and interpreting dataMath Framework: Reason abstractly and quantitatively

Dimension 1: STEM Practices ctd• Using mathematics and computational thinking Math Framework: Reason abstractly and quantitatively• Constructing explanations (science) and designing

solutions (engineering)• Engaging in argument from evidence

Math Framework: Construct viable arguments and critique the reasoning of others

• Obtaining, evaluating, and communicating information

Dimension 1: PracticesThe following diagram, taken from A Framework for K-12 Science Education suggests the way in which the practices interact and describe the scientific and engineering process.

Investigating

The Real World

Collect DataTest Solutions

Ask QuestionsObserve

ExperimentMeasure

Evaluating

Developing Explanations and

Solutions

ArgueCritiqueAnalyze

Theories and Models

FormulateHypotheses

Propose Solutions

ImagineReason

CalculatePredict

Dimension 2: Cross-Cutting Concepts

• Patterns• Recognize, classify, and record patterns

• Cause and Effect• Mechanism and Explanation• Look for and analyze patterns and relationships and what causes

the patterns; design tests to confirm or deny

• Scale, Proportion and Quantity• Work with objects and space and explicit models

Dimension 2: Cross-Cutting Concepts

• Systems and System Models• Describe things in terms of parts, roles of parts, and relationship

among parts

• Structure and Function• Investigate accessible and visible systems in nature and human-

built world

• Stability and Change• Explore building, climbing, growth

Dimension 3: Disciplinary Core Ideas

Influences on the selection of content• Research • Appropriate challenge• Children’s interest, curiosity, and their environment• Articulation with K-12 (progressions of learning)• STE key ideas

The structure of a STE standardWhat the structure will do:• Identify STE learning outcomes• Highlight content in the context of practices and cross-cutting

ideas - not information• Identify connections math and ELA frameworks

What the structure will not do:• Define curriculum• Define pedagogy• Explicitly connect to other development goals (e.g. physical,

socio-emotional, etc.)

Core & Component Ideas in Physical Sciences• Properties and change in matter• Motion• Energy: sound• Energy light and shadow

Sample Standard Physical Science: MotionChildren who demonstrate understanding:• Can plan and carry out investigations of the behaviors of

moving things such as balls on inclined planes or kites in the air.

Math ConnectionsUse comparative language such as more/less than, equal to, to

compare and describe collections of objects. Recognize the attributes of length, area, weight and capacity

of everyday objects using appropriate vocabulary (e.g., long, short, tall, heavy, light, big, small, wide, narrow).

Sort, categorize and classify objects by more than one attribute.

Sample Standard

Physical Science: MotionChildren who demonstrate understanding can:• Plan and carry out investigations of the behaviors of moving

things such as balls on inclined planes or kites in the air.Books• Bradley, Kimberly. Forces Make Things Move. (Let’s Red and Find

Out)• Yolen, Jane. The Emperor and the Kite. Puffin• Cobb, Vicki. I Fall Down. HarperCollins• McCully, Emily Arnold. Mirette on the High Wire. Puffin.

Sample StandardPhysical Science: MotionChildren who demonstrate understanding can:• Describe changes in movement (slowing down, speeding up)

and use physical evidence to explain reasons for the change. • Make predictions about and demonstrate how objects will

move (speed and direction) when pushed or pulled in different ways.

Math Connection• Identify relative position of objects in space, and use appropriate

language (e.g., beside, inside, next to, close to, above, below, apart.

Sample StandardPhysical Science: Energy, light and shadowChildren who demonstrate understanding can:• Demonstrate and share ideas about how to make a shadow

change size and shape. (Math: measurement, shape) • Make predictions about the shape of a shadow based on the

object.Math ConnectionsUse comparative language such as more/less than, equal to, to

compare and describe collections of objects. Recognize the attributes of length, area, weight, and capacity of

everyday objects using appropriate vocabulary (e.g., long, short, tall, heavy, light, big, small, wide, narrow).

Identify relative position of objects in space, and use appropriate language (e.g., beside, inside, next to, close to, above, below, apart).

Sample StandardPhysical Science: Energy, light and shadowChildren who demonstrate understanding can:• Demonstrate and share ideas about how to make a shadow

change size and shape. (Math: measurement, shape) • Make predictions about the shape of a shadow based on the

object.Books• Cobb, Vicki. I See Myself. HarperCollins• Lee, Suzy. Shadow. Chronicle Book

Core & Component Ideas in Life Sciences• Organisms (plants and animals – including humans)• Parts• Characteristics• Structures• Functions and needs• Growth and development

• How organisms meet their basic needs in their environments and the many kinds of living things in one area

Sample StandardLife Science: How organisms meet their basic needs in their environmentChildren who demonstrate understanding can:• Explain how some plants and animals in their local might meet

their basic needs.Math ConnectionSort, categorize, and classify objects by more than one attribute. • Make reasoned predictions about how changes in the

environment might effect the living things that depend on it

Sample StandardLife Science: How organisms meet their basic needs in their environmentChildren who demonstrate understanding can:• Explain how some plants and animals in their local might meet

their basic needs.• Make reasoned predictions about how changes in the

environment might effect the living things that depend on it.BooksGilbertson, B. Z. Cactus Hotel. Henry HoltMazer, Anne. Salamander Room. Dragonfly BooksGibbons, Gail. From Seed to Plant. Holiday House

Core & Component Ideas in Earth and Space Sciences • The sun/moon and their predictable apparent motion• The non-living materials of the environment• Water in the environment• Elements of daily weather

Sample Standard

Earth Sciences: Elements of daily weatherChildren who demonstrate understanding can:• Collect and record data on daily weather and use data to

determine simple patterns.Math ConnectionListen to and say the names of numbers in meaningful

contexts. Use comparative language such as more/less than, equal

to, to compare and describe collections of objects.

Sample Standard

Earth Sciences: Elements of daily weatherChildren who demonstrate understanding can:• Collect and record data on daily weather and use data to

determine simple patterns.Books Ets, Marie Hall. Gilberto and the Wind. Picture Puffin

Cobb, Vicki. I Face the Wind. HarperCollinsCynthia Rylant. Snow. Harcourt Children’s Books

Technology and Engineering

• Ideas and skills of Engineering and Technology will be integrated with the science standards

Current State Supports

• The Educator and Provider Support Grantees (EPS) funded by The Massachusetts Department of Early Education and Care support professional development for the early childhood field and providers across the state.

• The Regional Readiness Centers are also a source of support for professional development for early childhood educators and providers across the state.

Current State Supports• Professional development opportunities are offered to center-

based, family child care and out of school time providers through the following resources:

• The Massachusetts Department of Early Education and Care Professional Development Catalogue http://www.eec.state.ma.us/docs1/Workforce_Dev/20120207_fy2012_edu_provider_crse_catalogue.pdf

• EEC Online courses offered on EECs website http://www.mass.gov/edu/birth-grade-12/early-education-and-care/workforce-and-professional-development/training-and-orientation-resources/free-competency-based-training-online.html

Current State Supports• Last year the Regional Readiness Centers provided train the

trainer sessions on the Massachusetts Curriculum Frameworks for English Language Arts and Mathematics..

• Currently with funding through the Race to the Top Early Learning Challenge grant Readiness Centers will be offering 4 professional development opportunities related to early learning standards annually. These opportunities will be trainings and or courses that will award academic currency (CEUs or 1.0 college credit).

• Readiness Centers are also working with the Educator and Provider Support Grantees to offer joint professional development opportunities across the state.

Current State Supports• EPS grantees work with The Wheelock College Aspire Institute

Center for Assessment and Screening Excellence(CASE), to offer professional development opportunities providing statewide training and technical assistance in early childhood assessment, screening and program measurement aligned with MA Quality Rating and Improvement System (QRIS). (EEC funded initiative)

• There are several CEU and college credit courses offered through the EPS grantees for STEM and Early Learning Standards. (see STEM booklet in your packet and Course Catalogue on EECs website)

Current State Supports

QRIS

EEC Regulations

MA Curriculum Frameworks

Preschool Guidelines

Infant Toddler Guidelines

0 50 100 150 200 250

221

142

119

115

81

Statewide: Number of Proposed Opportunities by Areas of Alignment

Timeline

1. Draft of the standards (December 31st, 2012)2. Public review (January-March, 2013)3. Final version ( June 30, 2013

Questions to Consider

• What is important to include in the STE standards?• What are some concerns about STE standards and how

might they be met?• In what ways might we emphasize direct experience,

integration, and play?• What are some strategies for making the STE standards

as useful as possible to the field?• How best might we communicate the content and spirit

of the STE standards to parents

Questions to Consider• What do “we” want children to know? • What do “we” want educators to know? • How do we build/encourage curiosity in children of all

ages and stages of development?• What curriculum changes can occur? What resources are

needed? What resources exist?