Karen Worth Wheelock College kworth@wheelock

1. The Development of Pre-K Science, Technology, and Engineering Standards2012 MA PRE-STEM and STEM SummitOctober 17&18, 2012 Karen Worth Wheelock College kworth@wheelock.edu

2. Why New Pre-K STE Standards? • It is an opportunity to define the nature and substance of Pre-K STE • It is an opportunity to emphasize the importance of STE in Pre-K • A State Pre-K- 12 STE revision process is underway

3. Building on What We Know and Have Frameworks • The Curriculum Framework for English Language Arts and Literacy (March 2011): Standards for Pre-Kindergarten and Kindergarten • The Curriculum Framework for Mathematics (March 2011): Standards for Pre-Kindergarten and Kindergarten • Head Start Child Development and Early Learning Framework

4. Building on What We Know and Have Guidelines • The Early Learning Guidelines for Infants and Toddlers (November 2010) • The Guidelines for Preschool Learning Experiences (April 2003) in all domains except English Language Arts and Mathematics • The Kindergarten Learning Experiences (April 2008) in all domains except English Language Arts and Mathematics • Headstart

5. Building on What We Know and Have Formative Assessment Tools • The Work Sampling System • High Scope Child Observation Record • Teaching Strategies Gold: Assessment System

6. The Nature of Standards Standards are… • Learning outcomes – what children need to know and be able to do Standards are not… • Curriculum • Pedagogy

7. A Word About MATH Domains of Knowledge from The Curriculum Framework for Mathematics (March 2011) • Counting and Cardinality • Operation and Algebraic Thinking • Measurement and Data • Geometry

8. A Word About ELA Domains of Knowledge from The Curriculum Framework for English Language Arts and Literacy (March 2011) • Reading Standards for Literature • Reading Standards for Informational Text • Reading standards: foundational skills • Language Standards • Writing Standards • Speaking and Listening Standards

9. STE Standards and the Whole Child • Curiosity and play • Mathematics (THE M IN STEM) • English Language Arts (ELA) • Physical development and motor skills • Social and emotional development • Approaches toward play and learning • Language and communication development

10. Characteristics of STE • Interesting and engaging • Developmentally appropriate and child-centered • Conceptually based • Real world based • Reasoned and reflective • Challenging • Integrated with other domains • Integrated within children’s play

11. Video • Is this math? • Is this literacy? • Is this science? • Is this thinking skills? • Is this social and emotional development? • Is this physical development?

12. Video • Is this math? • Geometry, number, measurement • Is this literacy? • Communication, description, vocabulary • Is this science? • Forces, equilibrium, balance • Is this thinking skills? • Problem solving, designing, questioning • Is this social and emotional development? • Cooperation, handling challenge and frustration • Is this physical development? • Large and small muscle control, hand-eye coordination

13. Pre-K STE Standards • Work in Progress/Process • Based in a National Framework and the on-going work of revision of the MA Frameworks for Science, Technology and Engineering • Three domains • Practices of science and technology • Cross-cutting concepts • Disciplinary core ideas

14. Dimension 1: STEM Practices • Asking questions (science) and solving problems (engineering) Math Framework: Make sense of problems and persevere in solving them • Developing and using models Math Framework: Model with mathematics • Planning and carrying out investigations Math Framework: Reason abstractly and quantitatively • Analyzing and interpreting data Math Framework: Reason abstractly and quantitatively

15. Dimension 1: STEM Practices ctd • Using mathematics and computational thinking Math Framework: Reason abstractly and quantitatively • Constructing explanations (science) and designing solutions (engineering) • Engaging in argument from evidence Math Framework: Construct viable arguments and critique the reasoning of others • Obtaining, evaluating, and communicating information

16. Dimension 1: Practices The following diagram, taken from A Framework for K-12 Science Education suggests the way in which the practices interact and describe the scientific and engineering process. Theories and Models The Real World Imagine Reason Calculate Predict Ask Questions Observe Experiment Measure Argue Critique Analyze Formulate Hypotheses Propose Solutions Collect Data Test Solutions Developing Explanations and Solutions Investigating Evaluating

17. Dimension 2: Cross-Cutting Concepts • Patterns • Recognize, classify, and record patterns • Cause and Effect • Mechanism and Explanation • Look for and analyze patterns and relationshipsand what causes the patterns; design tests to confirm or deny • Scale, Proportion and Quantity • Work with objects and space and explicit models

18. Dimension 2: Cross-Cutting Concepts • Systems and System Models • Describe things in terms of parts, roles of parts, and relationship among parts • Structure and Function • Investigate accessible and visible systems in nature and human-built world • Stability and Change • Explore building, climbing, growth

19. Dimension 3: Disciplinary Core Ideas Influences on the selection of content • Research • Appropriate challenge • Children’s interest, curiosity, and their environment • Articulation with K-12 (progressions of learning) • STE key ideas

20. The structure of a STE standard What the structure will do: • Identify STE learning outcomes • Highlight content in the context of practices and cross-cutting ideas - not information • Identify connections math and ELA frameworks What the structure will not do: • Define curriculum • Define pedagogy • Explicitly connect to other development goals (e.g. physical, socio-emotional, etc.)

21. Core & Component Ideas in Physical Sciences • Properties and change in matter • Motion • Energy: sound • Energy light and shadow

22. Sample Standard Physical Science: Motion Children who demonstrate understanding: • Canplan and carry out investigations of the behaviors of moving things such as balls on inclined planes or kites in the air. Math Connections • Use comparative language such as more/less than, equal to, to compare and describe collections of objects. • Recognize the attributes of length, area, weight and capacity of everyday objects using appropriate vocabulary (e.g., long, short, tall, heavy, light, big, small, wide, narrow). • Sort, categorize and classify objects by more than one attribute.

23. Sample Standard Physical Science: Motion Children who demonstrate understanding can: • Plan and carry out investigations of the behaviors of moving things such as balls on inclined planes or kites in the air. Books • Bradley, Kimberly. Forces Make Things Move. (Let’s Red and Find Out) • Yolen, Jane. The Emperor and the Kite. Puffin • Cobb, Vicki. I Fall Down. HarperCollins • McCully, Emily Arnold. Mirette on the High Wire. Puffin.

24. Sample Standard Physical Science: Motion Children who demonstrate understanding can: • Describe changes in movement (slowing down, speeding up) and use physical evidence to explain reasons for the change. • Make predictions about and demonstrate how objects will move (speed and direction) when pushed or pulled in different ways. Math Connection • Identify relative position of objects in space, and use appropriate language (e.g., beside, inside, next to, close to, above, below, apart.

25. Sample Standard Physical Science: Energy, light and shadow Children who demonstrate understanding can: • Demonstrate and share ideas about how to make a shadow change size and shape. (Math: measurement, shape) • Make predictions about the shape of a shadow based on the object. Math Connections • Use comparative language such as more/less than, equal to, to compare and describe collections of objects. • Recognize the attributes of length, area, weight, and capacity of everyday objects using appropriate vocabulary (e.g., long, short, tall, heavy, light, big, small, wide, narrow). • Identify relative position of objects in space, and use appropriate language (e.g., beside, inside, next to, close to, above, below, apart).

26. Sample Standard Physical Science: Energy, light and shadow Children who demonstrate understanding can: • Demonstrate and share ideas about how to make a shadow change size and shape. (Math: measurement, shape) • Make predictions about the shape of a shadow based on the object. Books • Cobb, Vicki. I See Myself. HarperCollins • Lee, Suzy. Shadow. Chronicle Book

27. Core & Component Ideas in Life Sciences • Organisms (plants and animals – including humans) • Parts • Characteristics • Structures • Functions and needs • Growth and development • How organisms meet their basic needs in their environments and the many kinds of living things in one area

28. Sample Standard Life Science: How organisms meet their basic needs in their environment Children who demonstrate understanding can: • Explain how some plants and animals in their local might meet their basic needs. Math Connection • Sort, categorize, and classify objects by more than one attribute. • Make reasoned predictions about how changes in the environment might effect the living things that depend on it

29. Sample Standard Life Science: How organisms meet their basic needs in their environment Children who demonstrate understanding can: • Explain how some plants and animals in their local might meet their basic needs. • Make reasoned predictions about how changes in the environment might effect the living things that depend on it. Books • Gilbertson, B. Z. Cactus Hotel. Henry Holt • Mazer, Anne. Salamander Room. Dragonfly Books • Gibbons, Gail. From Seed to Plant. Holiday House

30. Core &Component Ideas in Earth and Space Sciences • The sun/moon and their predictable apparent motion • The non-living materials of the environment • Water in the environment • Elements of daily weather

31. Sample Standard Earth Sciences: Elements of daily weather Children who demonstrate understanding can: • Collect and record data on daily weather and use data to determine simple patterns. Math Connection • Listen to and say the names of numbers in meaningful contexts. • Use comparative language such as more/less than, equal to, to compare and describe collections of objects.

32. Sample Standard Earth Sciences: Elements of daily weather Children who demonstrate understanding can: • Collect and record data on daily weather and use data to determine simple patterns. Books • Ets, Marie Hall. Gilberto and the Wind. Picture Puffin • Cobb, Vicki. I Face the Wind. HarperCollins • Cynthia Rylant. Snow. Harcourt Children’s Books

33. Technology and Engineering • Ideas and skills of Engineering and Technology will be integrated with the science standards

34. Current State Supports • The Educator and Provider Support Grantees (EPS) funded by The Massachusetts Department of Early Education and Care support professional development for the early childhood field and providers across the state. • The Regional Readiness Centers are also a source of support for professional development for early childhood educators and providers across the state.

35. Current State Supports • Professional development opportunities are offered to center-based, family child care and out of school time providers through the following resources: • The Massachusetts Department of Early Education and Care Professional Development Catalogue http://www.eec.state.ma.us/docs1/Workforce_Dev/20120207_fy2012_edu_provider_crse_catalogue.pdf • EEC Online courses offered on EECs website http://www.mass.gov/edu/birth-grade-12/early-education-and-care/workforce-and-professional-development/training-and-orientation-resources/free-competency-based-training-online.html

36. Current State Supports • Last year the Regional Readiness Centers provided train the trainer sessions on the Massachusetts Curriculum Frameworks for English Language Arts and Mathematics.. • Currently with funding through the Race to the Top Early Learning Challenge grant Readiness Centers will be offering 4 professional development opportunities related to early learning standards annually. These opportunities will be trainings and or courses that will award academic currency (CEUs or 1.0 college credit). • Readiness Centers are also working with the Educator and Provider Support Grantees to offer joint professional development opportunities across the state.

37. Current State Supports • EPS grantees work with The Wheelock College Aspire Institute Center for Assessment and Screening Excellence(CASE), to offer professional development opportunities providing statewide training and technical assistance in early childhood assessment, screening and program measurement aligned with MA Quality Rating and Improvement System (QRIS). (EEC funded initiative) • There are several CEU and college credit courses offered through the EPS grantees for STEM and Early Learning Standards. (see STEM booklet in your packet and Course Catalogue on EECs website)

38. Current State Supports

39. Timeline 1. Draft of the standards (December 31st, 2012)2. Public review (January-March, 2013)3. Final version ( June 30, 2013

40. Questions to Consider • What is important to include in the STE standards? • What are some concerns about STE standards and how might they be met? • In what ways might we emphasize direct experience, integration, and play? • What are some strategies for making the STE standards as useful as possible to the field? • How best might we communicate the content and spirit of the STE standards to parents

41. Questions to Consider • What do “we” want children to know? • What do “we” want educators to know? • How do we build/encourage curiosity in children of all ages and stages of development? • What curriculum changes can occur? What resources are needed? What resources exist?