This paper offers reflections on future directions for early mathematics and science education. We argue that researchers and practitioners should examine carefully not only the possibility of unexpected competence in young children, but also its complexity and the limits on it; investigate the socio-emotional context of learning and teaching; attend closely to those children in need of extra help, including low-socio-economic status (SES) children, children with disabilities, and children who receive schooling in an unfamiliar language; create sensitive evaluation strategies that examine program quality, the effectiveness of teachers and administrators, and children's achievement; develop creative and enjoyable curricula that stress thinking as well as content and integrate an organized subject matter with projects and the thoughtful use of manipulatives; investigate the complex processes of teaching in various contexts; and investigate the possible benefits and disadvantages of parental involvement in early mathematics and science education.
All Science Journal Classification (ASJC) codes
- Developmental and Educational Psychology
- Sociology and Political Science
- Early childhood