Early Childhood Education in the Context of Mathematics, Science, and Literacy

数学，科学和识字（MSL）课程项目正在使用经过验证的数学和科学课程以及基于研究的方法为学前学生开发六个模块的跨学科课程。数学和科学内容包括识字/语言和社会情感发展。目前正在设计课程，通过开展将识字与数学和科学结合起来的活动，来解决经常出现的将大部分学前教育时间用于识字的情况。该项目设在布法罗大学，但在罗格斯大学新玩法和密歇根州立大学也有网站。一个详细的流程、一个已用于开发之前课程材料的课程开发框架正在用于开发MSL课程。教材的设计非常注重对处境危险的学生的可行性。MSL材料是基于研究的，并结合了从以前的工作开发的学习轨迹。这些材料是在项目的头两年编写的，由三个地点的四名教师试用。在为期四年的项目的第三年，这些材料将由三个地点的四名不同的教师进行试点。正在使用形成性评价数据修订材料。在三个内容领域中的每一个领域的预测试和后测试都被用来衡量改进的学习。一名外部评价员正在核实数据分析，并正在作出有效的结论。发展工作包括满足将使用六个模块的学前课程的教师和将有学生完成课程的教师的专业发展需要。主要交付成果将是基于研究的学前数学，科学和识字六个模块的课程。此外，正在沿着对课程设置和实施情况进行详细的形成性评价，并对所使用的课程模式进行详细的说明和评价。出版商表示有兴趣出版这些材料，并在整个过程中与开发人员互动。跨学科课程有可能被广泛使用。该课程正在使用最新的学习轨迹设计，期望这些将特别有助于处于风险中的学生。

The Mathematics, Science, and Literacy (MSL) curriculum project is using empirically-tested mathematics and science programs and research-based approaches to develop a six module interdisciplinary curriculum for pre-K students. Mathematics and science content is included with literacy/language and social-emotional development. The curriculum is being designed to counter the frequent situation of devoting most pre-school instructional time to literacy by having activities that join literacy with mathematics and science. The project is housed at the University of Buffalo, but also has sites at Rutgers University New Brunswick and Michigan State University. A detailed process, a curriculum development framework that has been used to develop prior curriculum materials is being used for developing the MSL curriculum. The design of the materials is giving strong attention to being viable for at-risk students. The MSL materials are research-based and incorporate learning trajectories developed from prior work. The materials are being developed in the first two years of the project and piloted by a four teachers at each of the three sites. In the third year of the four year project, the materials will be piloted by four different teachers at each of the three sites. Formative evaluation data are being used to revise the materials. Pretests and posttests in each of the three content areas are being used to measure improved learning. An external evaluator is verifying the analyses of data and that valid conclusions are being made. The development effort includes attending to the professional development needs of teachers who will be using the six module pre-K curriculum and teachers who will have students who have completed the curriculum. The main deliverable will be the research-based six module curriculum for pre-K mathematics, science, and literacy. In addition, a detailed formative evaluation of the curriculum's creation and implementation is being produced along with a detailed description and evaluation of the curriculum model used. A publisher has indicated interest in publishing the materials and is interacting with the developers throughout the process. There is a potential that the interdisciplinary curriculum will be widely used. The curriculum is being designed using the most current learning trajectories with the expectations that these will particularly helpful for at risk students.