Science in Head Start Classrooms: Examining the Relation between Teachers’ Attitudes and Beliefs and Classroom Practice

• In Event: Poster Session 13
  In Poster Session: PS 13 Topic - Education, Schooling

Abstract

Children from economically disadvantaged backgrounds are at risk for entering kindergarten unprepared compared to their higher-income peers (Bernstein, West, Newsham, & Reid, 2014; Ryan, Fauth, & Brooks-Gunn, 2006). High-quality learning experiences in early childhood programs can act as a protective factor for children from low-income homes and ultimately support children’s healthy development (Burchinal, Vandergrift, Pianta, & Mashburn, 2010; Mashburn et al, 2008). Science has recently been identified as an ideal domain that can foster high-quality learning experiences for young children as it can support learning across multiple domains (Bustamante, White, & Greenfield, 2017; Conezio & French, 2002; Nayfeld, Brenneman, & Gelman, 2011). Despite the importance of science in early childhood, children from Head Start programs enter kindergarten with lower scores on science compared to other developmental domains (Greenfield et al., 2009). This alarming gap in addition to the recognition of the value that science affords young children has led to the current national focus on better understanding how to support high-quality science teaching and learning in early childhood (Brenneman, Stevenson-Boyd, & Frede, 2009; Greenfield et al., 2009).

Researchers and policymakers have highlighted the crucial role that adults, including teachers, play in fostering high-quality science learning for young children (McClure et al., 2017; Spaepen et al., 2017). Notably, teachers’ attitudes and beliefs towards science are critical factors impacting early science education (McClure et al., 2017; Spaepen et al., 2017). Teacher attitudes and beliefs are important factors to examine as teachers’ pre-existing attitudes and beliefs can impact their classroom practice, including the frequency, content, and quality of instruction (Ernest, 1989; Todd Brown, 2005; Wilkins, 2008). Studies have shown that elementary school teachers who have more positive self-efficacy and attitudes towards science spend more time on science instruction in the classroom and have higher quality science instructional practices (Carleton, Fitch, & Krockover, 2007; Earl & Winkeljohn, 1977; Haney, Lumpe, Czerniak, & Egan, 2002). These studies, however, only begin to address our knowledge base of educators’ perceptions of science education. Moreover, these studies have only explored these relations in elementary classrooms. The current study fills this gap by examining the relation between preschool teachers’ attitudes and beliefs towards science and aspects of their classroom science practice, including the frequency and quality of science instruction using a sample of 60 Head Start teachers across the nation. Participating teachers completed a survey, including the measure of attitudes and beliefs towards science and the frequency of teachers’ science instruction. Teachers were also video recorded engaging in a 15-20-minute science experience with children, which are being coded for science teaching quality. The poster will present methodology, analyses and implications from the findings in this study. Specifically, findings from this study will discussed in terms of implications for teacher professional development and interventions focused on improving the quality of science education in early childhood and ultimately supporting children’s school readiness.

Authors

• Elica Sharifnia
  Presenting Author

• Daryl B Greenfield, University of Miami
  Non-Presenting Author