Gurupriya Ramanathan

State of Maryland Literacy Association Annual Conference, Virtual

The use of varied genres in early childhood may accelerate language development, encourage reading, prevent later literacy failure, and help close the opportunity gap. Additionally, it gives children a leg up learning essential concepts for science. Giving children opportunities to experience science phenomenon or participate in science investigations and then backing it up with informational texts that explain science concepts also helps break down science concepts for children and give them the language needed to describe observations, explain scientific phenomena, evaluate and communicate information, and make conclusions. Several studies indicate the dominance of narrative fiction may contribute to reading difficulties in school, especially as children start to read textbooks. This presentation begins with a review of literature suggesting that introducing children in early childhood to multiple genres may offer promising advantages for literacy development. The presentation also includes techniques for getting the most from the use of science texts, both at home and in the classroom. An example of a science investigation for young children, followed by examples of informational texts related to the investigation, and how to present these to children is described.

NSTA National Conference, Houston, TX

The engineering design process (EDP) is a cyclical method that students follow to collectively build a solution to a problem. Engineering encompasses hands-on activity, inquiry, teamwork, and other instructional practices that develop students’ collaboration and problem-solving skills. Given that preschool students with or at-risk for disabilities require further support in social skills such as collaboration and problem-solving, and engineering activities provide naturally embedded opportunities for collaboration, students’ engagement in the EDP working along with peers is a gap in the research that needs to be explored. This presentation provides examples from a research project that implemented engineering activities in a preschool classroom and recorded student participation and collaboration during the activities. The importance of these engineering activities in providing the platform for students with diverse needs to work together and engage in authentic peer interactions is discussed. Implications of these findings and recommendations for future research including how students with disabilities can access and meaningfully participate in similar inquiry-driven activities as well as the teacher’s role in supporting their participation is discussed. Lastly, the presentation shares strategies for teachers to implement engineering activities in their preschool classrooms.

STEM Innovation for Inclusion in Early Education Center (STEMI²E²) Summit., Virtual

Preschool children have the capacity to engage in scientific practices and inquiry and develop understanding at a conceptual level. While engaging in inquiry with preschool students, teachers transition from being transmitters of knowledge to facilitators in the educational process as students take on an active role in this learner-centered approach. Although studies have explored how preschool students can engage in inquiry-based science, there is a dearth of research on what teachers need to do to ensure their students are engaging in meaningful, inquiry-based science. This poster presents a literature review on preschool science inquiry and reports on significant themes. The purpose of this poster was to present a research-based framework for inquiry-based science in preschool that cuts across specific interventions, science concepts, or activities. It provides teachers with strategies to build and sustain a culture of inquiry that permeates all aspects of their preschool program, rather than depend on select activities or interventions.