Book :: Project 2061 AAAS (1999). Dialogue on Early Childhood Science, Mathematics, and Technology Education.

last updated: 2008-09-04 09:46:17

Abstract

To thrive in a world increasingly shaped by science and technology, our children and grandchildren must own—in their own hands and minds—a basic understanding of how the world works, how we have come to know what we know, and the abilities to learn useful new knowledge and skills. Literacy in science, mathematics, and technology is not an option for the future. But where and when do we start? Recent educational research suggests that even very young children have the ability to comprehend their world from a scientific perspective. Some studies indicate that children as young as three years old may be capable of concept-based theoretical learning. New research on how the brain develops during these early years promises to help us understand how young children learn mathematics and science. But what do we make of these findings? And how do we put them to good use in pursuing our goal of literacy? In February 1998 a multidisciplinary group of more than 100 experts gathered in Washington, DC for the Forum on Early Child hood Science, Mathematics, and Technology Education. At the request of the National Science Foundation (NSF), the nation’s most accomplished educators, scholars, and researchers convened for three days to discuss how, when, and even if we should teach science, mathematics, and technology to pre-kindergarten children. This book, Dialogue on Early Childhood Science, Mathematics, and Technology Education is a product of that meeting.

Author URL	http://www.project2061.org/publications/earlychild/online/default.htm
Associated Grant	NSF #96189093

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