Learning & Development
Policy Brief/Analysis
Math and Science in Preschool
Policies and Practice
Date
March 1, 2009
By Kimberly Brenneman, Judi Stevenson-Boyd and Ellen C. Frede
NIEER Policy Brief (Issue 19, March 2009)
Summary
High-quality preschool experiences can positively affect later math achievement, and mathematics skills at school entry are correlated with academic achievement in later grades. Although science is recognized as important content for preschool learners, there is not yet a clear picture of the ways that early science knowledge and skills influence later outcomes. This policy brief reviews research that addresses the development of mathematics and science knowledge in preschool children, identifies areas that require further study, and outlines recommendations for early education policy in these domains.
The Authors
In her work, Dr. Frede applies what she has learned throughout her varied career in early childhood education, including experience as a teacher of ages 0-8, curriculum and professional development specialist at the HighScope Foundation, teacher educator at The College of New Jersey, researcher, pre-k administrator for the New Jersey Department of Education, education lead in a large Head Start grantee and early learning lead at the Bill and Melinda Gates Foundation.