To successfully integrate STEM learning into early childhood education, we should consider all the systems surrounding children: We must prioritise STEM learning, while also engaging members across the child's environments. Both small and large steps can be taken, both sequentially and simultaneously, to move in the direction of greater STEM learning in early childhood.
Source: Joan Ganz Cooney Center at Sesame Workshop, 2017
The intent of this section of the NGSS appendices is more limited, to describe what each of these eight practices implies about what students can do. Its purpose is to enable readers to better understand performance expectations. The “Practicals Matrix” is included, which lists the specific capabilities included in each practice for each grade band (K-2, 3-5, 6-8, 9-12).
By Hagit Mano, Kathleen Molina, Alissa Lange, and Irena Nayfeld
Children engage in informal engineering when they explore materials, when they take things apart, and put them back together, and when they create their own solutions to real problems. In this article we describe how preschool children, with their teacher's guidance, engage in three dimensional learning.
Source: Science & Children, Vol. 57, No. 2, September 2019
This chapter presents perspectives, a rationale, and research supporting an emphasis on the nature of science in the context of the NGSS. In addition, eight understandings with appropriate grade level outcomes are included as extensions of the science and engineering practices and crosscutting concepts, not as a fourth dimension of standards.