An Investigation/Research Analysis of Theories, Philosophies, & New Concepts Related to Modern Science, Technology, Engineering and Mathematics Preschool Education Programs

Abstract

By Jakiesha Renee Pettway, Interdisciplinary Studies

Advisor: Lisa Beckelhimer

Awards: Project Advisor Award: Excellence in Research Mentoring; Presenter Award: Excellence in Research Communication

Presentation ID: 220

Abstract: United States students are being outperformed in Science and Mathematics and are not achieving STEM disciplines at the same rate as students in other countries. According to the National Mathematics Advisory Panel (NMP), "most children acquire considerable knowledge of numbers and other aspects of mathematics before they enter kindergarten." Therefore, preschool is a very critical timeframe in a child's development. This is important because the knowledge preschoolers bring to school is related to their mathematics learning for years thereafter (elementary, middle school and high school). Furthermore, preschool age children must have access to high-quality education that effectively integrate STEM. Science, Technology, Engineering and Mathematics are also very important disciplines which are needed to fulfill the millions of STEM jobs that continue to go unfulfilled. In order to combat the shortcomings of traditional programs, it is imperative for preschool directors and administrators to design effective STEM classrooms, curriculum, utilize the National Science Foundation, fully understand the Americans with Disabilities Act, and apply the following three educational philosophies: (Piaget, Vygotsky and Bronnfenbrenner) approaches to ensure that new STEM-focused programs are intentionally designed to prepare students and educators for success in STEM fields.