Sunday, May 24, 2015

Resources for teachers about teaching science and engineering in early childhood

Resources for teachers about teaching science and engineering in early childhood, particularly the science concepts in CEESTEM Ramps and Pathways module using inclined planes.

This is not a complete list—add your favorite resources, and tell why you find them useful, by commenting below!

For learning more about the “Ramps and Pathways” physical science activity developed at the University of Northern Iowa’s Center for Early Education in Science, Technology, Engineering and Math (CEESTEM) in the Regents Center:
¨Methods and Strategies: Science and Literacy Centers by Beth Van Meeteren and Lawrence Escalada. Science and Children. March 2010.
¨Ramps and Pathways: Developmentally Appropriate, Intellectually Rigorous, and Fun Physical Science by Betty Zan and Rosemary Geiken NAEYC journal, Young Children, January 2010.
¨Q&A with the authors of Ramps & Pathways book, Rheta DeVries and Christina Sales
¨Problem Solving and Physics in Preschool by Julie Stoll, Ashley Ann Hamilton, Emilie Oxley, Angela Mitroff Eastmand, and Rachel Brent. 2012. Young Children 67 (2): 20-26
¨Peep and the Big Wide World, Ramps
¨Ramps and Pathways pages. Regents’ Center for Early Developmental Education.
Center for Early Education in Science, Technology, Science and Math (CEESTEM).
¨Worms, Shadows, and Whirlpools by Karen Worth and Sharon Grollman. 2003. Portsmouth, NH: Heinemann.
¨Marvelous Moving Things: Early Childhood Science in Motion by Mary Neises, Lynn Hogue, Beverly Kutsunai, edited by Mickey Sarquis

More on physical science concepts:
Articles in Science and Children:
“Let It Roll: Exploring motion with young children” by Kathy Cabe Trundle and Mandy McCormick Smith. October 2011.
“Science 101, Q: Do Moving Objects “Carry” a Force With Them?” by Bill Robertson. January 2013.

Position statement on early childhood science education—adopted by the National Science Teachers Association in 2013, and endorsed by the National Association for the Education of Young Children (NAEYC)
NSTA position statement Early Childhood Science Education, for teachers of children ages 3-5,

Force and Motion: Stop Faking It! Finally Understanding Science So You Can Teach It by William C. Robertson. 2002. NSTA Press: Arlington, VA. This book is also available as an e-book at

Physical Science Teacher’s Guide by the Center for Informal Science Education at the Florida Museum of Natural History/University of Florida Marvelous Explorations Through Science and Stories (MESS)and the Office of Head Start. 2010.

Uncovering Student Ideas in Physical Science, Volume 1: 45 New Force and Motion Assessment Probes by Page Keeley and Rand Harrington. 2010. NSTA Press: Arlington, VA. Order at Read the free chapter and see the Introduction section, “Using the Probes: Curricular and Instructional Considerations,” for guidance on vocabulary use in elementary through high school.

Books to read with children, an incomplete list.
·         Brubaker, Kimberly and Paul Meisel illustrator. 2005. Forces Make Things Move. New York: NY: Harpers’sCollins.
·         Cobb, Vicki and and Julia Gorton. 2004. I Fall Down. HarperCollins.
·         Dahl, Michael. 2006. Roll, slope, and slide: A book about ramps. Picture Window Books.
·         Dodds, Dayle Ann and Thatcher Hurd. 1991. Wheel Away! HarperCollins Children’s.
·         Hoban, Tana. 2000. Cubes, Cones, Cylinders and Spheres. Greenwillow Books.
·         Lehn, Barbara, photos by Carol Krauss. What Is A Scientist? 1998. Brookfield, CT: Millbrook Press.
·         Llewellyn, Claire. 2005. And Everyone Shouted, “Pull!” Picture Window Books.
·         Mason, Andrienne. 2005. Move It!: Motion, Forces and You. Kids Can Press.
·         Mayer, Lynne. Newton and Me. 2010. Sylvan Dell Publishing
·         Murphy, Patricia J. 2002. Push and Pull (Rookie Read-About Science). New York: Children’s Press.
·         Stille, By Darlene R., illustrated by Sheree Boyd. 2004. Motion: Push and Pull, Fast and Slow

Children’s investigations and conceptual development are supported by teacher interventions that focus on reasoning rather than right answers. To accurately understand and assess children’s reasoning, teachers must observe children closely.

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