The Progress of Education Reform: Science in the Early Years
This paper discusses how early science instruction has positive effects not only on readiness and achievement within the subject but also in reading and mathematics. It claims that many children are unprepared to achieve in school, in part because of a low quality of science instruction in early-care settings. The author urges education leaders to turn a critical eye on the quality of early science education in their schools, districts, or states, and recommends that professional development providers offer teachers the opportunity to learn science content. This resource would help pre-service and in-service educators understand how children develop science content knowledge, and it would allow them to practice and apply evidence-based pedagogical techniques.