Piasta Shayne B, Pelatti Christina Yeager, Miller Heather Lynnine
Children's Learning Research Collaborative, The Ohio State University.
Early Educ Dev. 2014 May;25(4):445-468. doi: 10.1080/10409289.2013.817753.
The present study observed and coded instruction in 65 preschool classrooms to examine (a) overall amounts and (b) types of mathematics and science learning opportunities experienced by preschool children as well as (c) the extent to which these opportunities were associated with classroom and program characteristics. Results indicated that children were afforded an average of 24 and 26 minutes of mathematics and science learning opportunities, respectively, corresponding to spending approximately 25% of total instructional time in each domain. Considerable variability existed, however, in the amounts and types of mathematics and science opportunities provided to children in their classrooms; to some extent, this variability was associated with teachers' years of experience, teachers' levels of education, and the socioeconomic status of children served in the program.
PRACTICE/POLICY: Although results suggest greater integration of mathematics and science in preschool classrooms than previously established, there was considerable diversity in the amounts and types of learning opportunities provided in preschool classrooms. Affording mathematics and science experiences to all preschool children, as outlined in professional and state standards, may require additional professional development aimed at increasing preschool teachers' understanding and implementation of learning opportunities in these two domains in their classrooms.
本研究观察并记录了65间学前教育教室中的教学情况，以考察：（a）总体时长；（b）学前儿童所经历的数学和科学学习机会的类型；以及（c）这些机会与教室及课程特征的关联程度。结果表明，儿童平均分别有24分钟和26分钟的数学和科学学习机会，这相当于在每个领域花费约25%的总教学时间。然而，各教室为儿童提供的数学和科学机会在数量和类型上存在很大差异；在一定程度上，这种差异与教师的教龄、教育水平以及该项目中所服务儿童的社会经济地位有关。
实践/政策：尽管结果表明学前教育教室中数学和科学的融合程度比之前所确定的更高，但学前教育教室所提供的学习机会在数量和类型上存在相当大的差异。按照专业和州标准为所有学前儿童提供数学和科学体验，可能需要开展额外的专业发展活动，以增强学前教师对这两个领域学习机会的理解，并在其教室中加以实施。
