Time Matters: Exploring Opportunities to Learn Early Childhood Science Education in Delaware Field-Placements

• In Event: Reflective Practices and Science Education in Teacher Training: Addressing Challenges and Strengthening Noticing in Classrooms

Abstract

Early childhood science/engineering education is essential for fostering cognitive development and future academic success (​Trundle & Sackes, 2015). However, disparities in science/engineering achievement exist, from early education through later years. This pilot study surveyed 101 CEs (51% response rate) to examine the science/engineering teaching practices, perceptions, and preparedness of early childhood clinical educators (ECE CEs)in Delaware, from preschool to second grade, and data were compared to the national averages. Findings reveal that science/engineering subjects are less frequently taught among ECE CEs in Delaware than national averages. Barriers to effective instruction include limited resources, time constraints, and insufficient teacher training. The study highlights the need for targeted professional development to enhance science/engineering instruction and education.

Authors

• Jennifer Gallo-Fox, University of Delaware

• Sotheara Veng, University of Delaware

• Rosa Julia Mykyta-Chomsky, University of Delaware