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v
PLANNING COMMITTEE FOR THE WORKSHOP ON
MATHEMATICAL AND SCIENTIFIC DEVELOPMENT
IN EARLY CHILDHOOD
CATHERINE E. SNOW (Chair), Graduate School of Education, Harvard
University
BARBARA T. BOWMAN, Erikson Institute, Chicago, IL
DOUGLAS H. CLEMENTS, Graduate School of Education, University at
Buffalo, State University of New York
JAN DE LANGE, Freudenthal Institute, Utrecht University, The Netherlands
SHARON LYNN KAGAN, Teachers College, Columbia University, NY
KATHLEEN E. METZ, Graduate School of Education, University of
California, Berkeley
VICKI STOHL, Research Associate
HEIDI SCHWEINGRUBER, Program Officer
MARY ANN KASPER, Senior Program Assistant
vi
MATHEMATICAL SCIENCES EDUCATION BOARD
JOAN LEITZEL (Chair), President Emerita, University of New Hampshire
JERE CONFREY (Vice Chair), Department of Education, Washington
University in St. Louis, MO
THOMAS BANCHOFF, Department of Mathematics, Brown University, RI
JAN DE LANGE, Freudenthal Institute, Utrecht University, The Netherlands
LOUIS GOMEZ, School of Education and Social Policy, Northwestern
University, IL
DOUGLAS A. GROUWS, Department of Learning, Teaching, and
Curriculum, University of Missouri
ARTHUR JAFFE, Department of Mathematics, Harvard University
ERIC JOLLY, Science Museum of Minnesota
JIM LEWIS, Department of Mathematics and Statistics, University of
Nebraska-Lincoln
GEORGE MCSHAN, National School Boards Association, VA
KAREN MICHALOWICZ, Mathematics Department, The Langley
School, VA
JUDITH MUMME, WestEd, CA
CASILDA PARDO, Valle Vista Elementary School, NM
SUE PARSONS, Teacher Training Academy, Cerritos College, CA
MARGE PETIT, Independent Consultant, VT
DONALD SAARI, Institute for Mathematical Behavioral Sciences, University
of California, Irvine
RICHARD SCHEAFFER, Professor Emeritus, University of Florida,
Gainesville
FRANCIS SULLIVAN, Center for Computing Sciences, Institute for Defense
Analyses, MD
HUNG HSI WU, Department of Mathematics, University of California,
Berkeley
CAROLE B. LACAMPAGNE, Board Director
vii
BOARD ON SCIENCE EDUCATION
CARL WIEMAN (Chair), Department of Physics, University of Colorado,
Boulder
TANYA ATWATER, Department of Geological Sciences, University of
California, Santa Barbara
PHILIP BELL, Cognitive Studies in Education, University of Washington,
Seattle
KATHLEEN COMFORT, WestEd, CA
DAVID CONLEY, Center for Educational Policy Research, University of
Oregon, Eugene
JEFFREY FRIEDMAN, Howard Hughes Medical Institute, Rockefeller
University, NY
BARBARA GONZALEZ, Department of Chemistry and Biochemistry,
California State University, Fullerton
LINDA GREGG, Investigations Implementation Center, TERC, MA
JENIFER HELMS, Education Consultant, CO
JOHN JUNGCK, Department of Biology, Beloit College, WI
ISHRAT KHAN, Department of Chemistry, Clark Atlanta University, GA
OKHEE LEE, Department of Teaching and Learning, University of Miami, FL
SHARON LONG, School of Humanities and Sciences, Stanford University
RICHARD MCCRAY, Department of Astrophysics, University of Colorado,
Boulder
LILLIAN MCDERMOTT, Department of Physics, University of Washington,
Seattle
MARY MARGUERITE MURPHY, Science Department, Georges Valley
High School, ME
CARLO PARRAVANO, Merck Institute for Science Education, NJ
MARY JANE SCHOTT, The Charles A. Dana Center, University of Texas,
Austin
SUSAN SINGER, Department of Biology, Carleton College, MN
CARY SNEIDER, Boston Museum of Science, MA
JEAN MOON, Board Director

ix
Acknowledgments
As the workshop summarized in this volume demonstrated, the research base
about learning in early childhood is expanding and has great potential to contrib-
ute to a broader set of national policy goals focused on making sure that all
children enter kindergarten ready to learn. With this important research base in
mind, the National Research Council’s Center for Education (CFE) convened a
workshop to focus on early learning in mathematics and science. Thanks go first
to the National Science Foundation (NSF); through its grant to the Center for
Education, NSF makes possible such convening events that focus on the intersec-
tions between research, policy, and practice. Examining the findings of research
and their application to mathematics and science curricula for preschoolers
seemed a rich and timely topic to explore. Particular thanks go to NSF’s Janice
Earle who facilitates the intellectual exchanges between CFE and NSF that lie at
the heart of the grant and its convening events.
I thank all the expert presenters, who not only agreed to present their work,
but who also participated as discussants throughout the day (see the appendices
for the workshop agenda and list of participants). In CFE, both the Board on
Science Education (formerly the Committee on Science Education K-12 and the
Committee on Undergraduate Science Education) and the Mathematical Sciences
Education Board helped to shape this event. I would also thank the members of
the planning committee, who generously contributed their time and intellectual
efforts to this project. Special thanks go to Catherine E. Snow who graciously
agreed to chair the planning committee and offered her usual skills of leadership,
both logistical and intellectual.
x ACKNOWLEDGMENTS
Thanks go to Vicki Stohl, who worked to organize and plan the workshop,
Carole Lacampagne for her help in the planning stages, and to Mary Ann Kasper,
who ably provided administrative assistance throughout. Thanks need to go to
Heidi Schweingruber for her role in conceptualizing this workshop. Jean Moon,
director of the Board on Science Education, provided her skillful and competent
leadership to the project. Alix Beatty expertly wrote this report, summarizing a
wide-ranging and stimulating discussion. Finally, I thank Jean Moon, Heidi
Schweingruber, and Catherine E. Snow, for writing post-workshop pieces about
the implications of the event for the future.
This workshop summary has been reviewed in draft form by individuals
chosen for their diverse perspectives and technical expertise, in accordance with
procedures approved by the Report Review Committee of the National Research
Council. The purpose of this independent review is to provide candid and critical
comments that will assist the institution in making its published report as sound
as possible and to ensure that the report meets institutional standards for objectiv-
ity, evidence, and responsiveness to the charge. The review comments and draft
manuscript remain confidential to protect the integrity of the process. We thank
the following individuals for their review of this report: John A. Dossey, Depart-
ment of Mathematics (emeritus), Illinois State University; Leona Schauble,
Teaching and Learning Department, Vanderbilt University; Prentice Starkey,
School of Education, University of California, Berkeley; Louisa B. Tarullo,
Mathematica Policy Research, Inc., Washington, DC.
Although the reviewers listed above provided many constructive comments
and suggestions, they were not asked to endorse the content of the report nor did
they see the final draft of the report before its release. The review of this report
was overseen by Milton Goldberg, Distinguished Senior Fellow, Education Com-
mission of the States, Washington, DC. Appointed by the National Research
Council, he was responsible for making certain that an independent examination
of this report was carried out in accordance with institutional procedures and that
all review comments were carefully considered. Responsibility for the final con-
tent of this report rests entirely with the authors and the institution.
Martin Orland, Director,
Center for Education
xi
Contents
1 INTRODUCTION 1
Background, 1
Early Childhood Care and Education, 3
2 MATHEMATICAL AND SCIENTIFIC COGNITIVE
DEVELOPMENT 5
Learning from Children—Research in Preschool Settings, 5
Theoretical Evolution—New Modes of Experimentation, 7
Implications of Current Research, 9
3 GOING FROM KNOWLEDGE TO PRACTICE 13
A Union of Research and Practice, 13
Preschool Science as a Process, 16
Making Use of What Is Already Known, 18
4 LEARNING ENVIRONMENTS AND CURRICULUM 21
Cultural and Socioeconomic Influences on Development, 21
What Is a Preschool Curriculum?, 23
Making the Most of Research, 25
AFTERWORD: CHILD CARE AND PRESCHOOL EUCATION 27
Catherine E. Snow
AFTERWORD: NEXT STEPS 31
Jean Moon and Heidi Schweingruber
REFERENCES 35
APPENDIXES
A Workshop Agenda 37
B Workshop Participants 41
xii CONTENTS
1
1
Introduction
BACKGROUND
Three recent reports of the National Academies address different aspects of
education for very young children from a variety of perspectives. From Neurons
to Neighborhoods: The Science of Early Childhood Development (National Re-
search Council and Institute of Medicine, 2000) provides a detailed look at the
many factors that influence development in very young children. Eager To Learn:
Educating Our Preschoolers (National Research Council, 2001b) describes the
current status of the programs in which young children are educated, setting that
description in the context of recent contributions from the field of cognitive
science. Adding It Up: Helping Children Learn Mathematics (National Research
Council, 2001a) closely examines mathematics learning and describes each of its
facets; although this report does not focus on the learning of very young children,
its conclusions and recommendations have important implications for preschool
education.
Each of these reports contributes to an evolving base of evidence that the
early learning programs to which children are exposed are extremely important.
Because of this research, expectations for early learning are very different than
they were even as recently as a decade ago. With increased recognition of the
intellectual capacities of young children (3- and 4-year-olds), as well as a grow-
ing understanding of how these capacities develop and can be fostered, has come
a growing recognition that early childhood education, in both formal and infor-
mal settings, may not be helping all children maximize their cognitive capacities.