• When do children begin to learn about science? Are there critical stages in a child’s development of such scientific concepts as mass or animate objects?

• What role does nonschool learning play in children’s knowledge of science?

• How can science education capitalize on children’s natural curiosity?

• What are the best tasks for books, lectures, and hands-on learning?

• How can teachers be taught to teach science?

The book also provides a detailed examination of how we know what we know about children’s learning of science about the role of research and evidence. This book will be an essential resource for everyone involved in K-8 science education teachers, principals, boards of education, teacher education providers and accreditors, education researchers, federal education agencies, and state and federal policy makers. It will also be a useful guide for parents and others interested in how children learn. Click here to read online for free.

Early childhood mathematics is vitally important for young children’s present and future educational success. Research has demonstrated that virtually all young children have the capability to learn and become competent in mathematics. Furthermore, young children enjoy their early informal experiences with mathematics. Unfortunately, many children’s potential in mathematics is not fully realized, especially those children who are economically disadvantaged. This is due, in part, to a lack of opportunities to learn mathematics in early childhood settings or through everyday experiences in the home and in their communities. Improvements in early childhood mathematics education can provide young children with the foundation for school success.
Relying on a comprehensive review of the research, Mathematics Learning in Early Childhood lays out the critical areas that should be the focus of young children’s early mathematics education, explores the extent to which they are currently being incorporated in early childhood settings, and identifies the changes needed to improve the quality of mathematics experiences for young children. This book serves as a call to action to improve the state of early childhood mathematics. It will be especially useful for policy makers and practitioners-those who work directly with children and their families in shaping the policies that affect the education of young children. Click here to download a free copy of the full report.

This survey released by the Organization for Economic Cooperation and Developing provides the first internationally comparative perspective on the conditions of teaching and learning, based on data from over 70,000 teachers and school principals who represent lower secondary teachers in the 23 participating countries. Click here to read the results.