early childhood education projects

Caplan Foundation for Early Childhood

→ The Caplan Foundation for Early Childhood is an incubator of promising research and development projects that appear likely to improve the welfare of young children, from infancy through 7 years, in the United States.

Welfare is broadly defined to support , acculturation , societal integration and childcare . Grants are only made if a successful project outcome will likely be of significant interest to other professionals, within the grantee’s field of endeavor, and would have a direct benefit and potential national application.

The Foundation’s goal is to provide seed money to implement those imaginative proposals that exhibit the greatest chance of improving the lives of young children, on a national scale . Because of the Foundation’s limited funding capability, it seeks to maximize a grant's potential impact.  ፨

Program Guidelines

The Foundation provides funding in the following areas

Parenting Education

To help parents create nurturing environments for their children , we support programs that teach parents about developmental psychology, cultural child rearing differences, pedagogy, issues of health, prenatal care and diet, as well as programs which provide both cognitive and emotional support to parents.

Early Childhood Welfare

Providing a safe and nurturing environment is essential as is imparting the skills of social living in a culturally diverse world. Therefore, the Foundation supports projects that seek to perfect child rearing practices and to identify models that can provide creative, caring environments in which all young children thrive.

Early Childhood Education and Play

We seek to improve the quality of both early childhood teaching and learning , through the development of innovative curricula and research based pedagogical standards, as well as the design of imaginative play materials and learning environments.

Funding Limitations

​the foundation will not fund:.

• programs outside of the United States
• the operation or expansion of existing programs
• the purchase or renovation of capital equipment
• the staging of single events (e.g. concerts, seminars, etc.)
• the creation or acquisition of works of art or literature
• the activities of single individuals or for-profit entities
• political or religious organizations
• programs with religious content
• programs to benefit children residing in foreign countries
• medical research applicable to both adults and children

All letters of inquiry that don't comply with the limitations will be rejected.

Policy on Funding Indirect Expenses for Grants

The Foundation will not fund arbitrary or excessive allocations of indirect expenses even if a project is worthy. The Foundation’s Board will only approve a maximum of 15% of a project’s direct expenses, when earmarked as general and/or administrative overhead.

Policy Regarding Multiple Year Funding Requests

Consistent with the Foundation’s mission, as an incubator of innovative research and development directed to improving the general welfare of young children, we will not fund more than the first year of multiple year projects. It is our belief that having multiple funders, of those worthy projects that demand more sustained efforts, increases the likelihood of their success by ensuring broader oversight and greater long term promotional possibilities.

Application Process

The Foundation employs a two-step grant application process that includes the submission of both a Letter of Inquiry (LOI) and a Full Proposal–the latter only by those applicants requested to do so. This ensures that consideration of Full Proposals is limited to those applications that strictly comply with the Foundation’s programmatic guidelines.

The next deadline for submitting a LOI is May 31, 2024 .

Applicants must submit Letters of Inquiry by clicking on the Email your Letter of Inquiry button below. Once a Letter of Inquiry is received by the Foundation, the Directors will determine if the proposed program fits the Foundation’s funding guidelines. Successful applicants will be invited via email to submit Full Proposals.

Each Letter of Inquiry should include:

• The organization’s official name, website address and contact information
• A brief (250 word maximum) summary of the organization’s mission and recent program history
• The organization’s 501(c)(3) Tax Exempt Status letter from the IRS and its’ Federal Tax ID#
• The total amount of the organization’s annual budget
• The total amount of the grant request
• An indication of the amount and type of support being requested from all sources
• Title of the project and a narrative description (1,000 words or less) of the issue(s) or need(s) to be addressed by the proposal, the work to be performed and the anticipated outcome
• A description of how the proposal fits the Foundation’s program guidelines
• A description of how your project and/or research is innovative in nature

Your Letter of Inquiry must follow the number format listed above. Failure to follow the specified format will disqualify your LOI from review by the Board of Directors. Please note LOI and the name of your organization in the subject line of your email.

There are many proposals that we do not consider because they do not meet the criteria stated in our website. We strive to fund ideas that are adventurous, thoughtful and challenge the status quo. They should have a fresh concept (not rehash an older idea) and a defined method of implementation that promotes new approaches and understanding of early childhood and pushes the boundaries of academic, social and cultural studies and practices.

All written correspondence to the Caplan Foundation for Early Childhood should be directed to Amanda Liedtka, CPA, P.O. Box 746, Lock Haven PA, 17745

This will open your default email client. If you are using a different client, please send the email to [email protected] , and use "Letter of Inquiry" as your subject line.

Grant Recipients

Frank and Theresa Caplan were pioneers in the development of creative, imaginative, educational toys for young children. Throughout their lives, Frank and Theresa worked to develop innovative and beautifully designed educational toys and equipment for home and school environment.

In the early thirties, Frank Caplan was a youth worker and one of the first male nursery school teachers in the United States.

In 1949, he co-founded Creative Playthings, a company that designed and manufactured toys to enhance the imagination and learning of young children.

By the 1950’s, Creative Playthings was one of the most important manufacturers and suppliers of early childhood educational toys and equipment. They collaborated with internationally known artists, such as Nino Vitali, to design toys, as well Milton Hebald, Isamu Noguchi, Robert Winston and architects like Louis Kahn to design outdoor playscapes and sculptures.

Creative Playthings researched and developed innovative curriculum materials for schools and furniture that could be stacked and rearranged to allow for flexibility within the classroom. They introduced dolls, which were racially diverse, and anatomically correct boy and girl dolls, which were provocative at the time.

In 1975, Frank Caplan and his wife, Theresa, created The Princeton Center for Infancy and Early Childhood, a pioneering research and publishing organization focusing on materials for parent education. They researched and wrote a national bestselling series on early childhood development called The First Twelve Months of Life (1977), The Second Twelve Months of Life (1978), and The Early Childhood Years: The 2-6 Year Old (1983). In addition, Frank and Theresa co-authored The Power of Play in 1973.

They wanted to encourage parents’ understanding and knowledge about the extraordinary time of infancy and early childhood.

The Caplan Foundation for Early Childhood was created in 2014 as a result of a bequest from Theresa Caplan stipulating her estate be used to incubate innovation and research addressing the needs of children from birth through age seven.

• Our Mission

Bringing Project-Based Learning to Preschool

Young children’s natural curiosity lends itself well to PBL—and with the right supports, these projects can be extremely effective.

Project-based learning (PBL) provides an interesting challenge for preschool teachers because it extends beyond early-childhood education mainstays such as teacher-directed themed crafts and short daily lessons.

PBL, which focuses on children learning through investigating a topic or answering a question, is an involved process that could last for as long as the children show interest. Facilitating PBL is easier when teachers pick something to explore based on the children’s interests and implement their ideas in the project. When children are engaged in the process, they naturally develop skills they can apply later in life.

Young Filmmakers

While teaching preschool in Seattle, my co-teacher and I observed some children playing cats and dogs in the drama area. We sat with that small group of children and talked about their play. The children expressed that they wanted to make cat and dog masks.

To honor their request, we propped up real pictures of cats and dogs and gave the children a variety of materials. While we filmed the children with their masks, they asked to make a movie! At first, I didn’t know how to make that happen, which led to the question, “How do we make a movie?”

During free choice, we pulled the small group of children for 15 minutes a day and asked them for ideas. They made the script and chose the film location outside. They even picked the title, A Dog’s Story: A Dog’s Life. The sessions grew longer as the children worked on their costumes and did rehearsals.

After two weeks of prepping, filming day finally came. We put a camera on a tripod, and the children took turns filming. They acted out their scenes and said their lines, which we read aloud and they repeated. I put together the final scenes with their choice of music. The children made movie premier posters and wrote invitations for families. They picked the snacks and set up the viewing area.

From an adult’s viewpoint, it was quite a bizarre movie with an odd plot of masked children jumping out of bushes and saying funny things. The ending was everyone on all fours meowing and barking. However, the children were so proud when their families came and watched the movie. Our final step was to create a learning story showing how we touched on all learning domains (math, literacy, language, social and emotional, drama, etc.).

4 Keys to Effective PBL in Preschool

1. Teachers create the opportunities. One way to start setting up PBL is to create a classroom culture of innovation. A teacher’s viewpoint on children’s capabilities is important. The children are inventors, architects, actors, artists, scientists, or engineers. They are capable of doing amazing things with the right space, materials, tools, and time, which is why creating indoor and outdoor spaces with a variety of open materials is so crucial.

2. Observe the children to find your topic or question. Once the environment is established, a teacher needs to intentionally watch and listen. This can be during large group, free choice, and outside time. It’s capturing an experience, seeing recurring play, or noticing a comment. How can we make our hot wheels go faster? How do birds make nests? How do you make a rocket ship?

3. Teachers are the project managers. Once a teacher picks a question or topic, they need to see themselves as a facilitator and organizer of the children’s plans. Young children have minimal experience and limited access to resources, materials, and information. They’re still learning how to get along with others. Teachers will need to model the process and maybe even take on some of the work that’s outside of preschool students’ abilities, such as conducting online research and using tools like glue guns.

4. Children generate the ideas. To start the project, the teachers can have an open discussion on the topic and write down all the children’s responses. What do we know? What do we want to know? How will we learn it? What steps do we need to take? What materials do we need? If the children are stumped, it’s OK to make suggestions for them to consider. Posting the children’s ideas shows them that their thoughts and concepts have value. The teacher’s next job is to make the children’s plans come to life—no matter how it may look at the end!

We tend to think PBL is better suited for older children, but preschool-age children are very capable. They just need opportunity. Children are eager to be a part of something big by creating things and solving problems. As a teacher models project planning, they show children how to work as a team, create a plan, and execute collaborative ideas. The focus should be on the process rather than the final product. Our dog movie may not be Academy Award worthy, but the skills and confidence gained by the children were the true gift. It will always be one of my favorite (and most hilarious) moments in teaching.

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Featured Early Childhood Education Projects

Featured Projects:

Building a Grades K-2 Early Algebra Learning Progression Prototype for Diverse Populations

Articulating a transformative approach for designing tasks that measure young learners' developing proficiencies in integrated science and literacy (collaborative research), developing a discourse observation tool and online professional development to promote science, oral language and literacy development from the start of school.

• Development and Validation of a Mobile, Web-based Coaching Tool to Improve Pre-K Classroom Practices to Enhance Learning
• Early Emergence of Socioeconomic Disparities in Mathematical Understanding
• Exploring Early Childhood Teachers’ Abilities to Identify Computational Thinking Precursors to Strengthen Computer Science in Classrooms

Integrating Science with Mathematics and Engineering: Linking Home and School Learning for All Young Learners

Learning in places: field based science in early childhood education.

• Measuring Early Mathematical Reasoning Skills: Developing Tests of Numeric Relational Reasoning and Spatial Reasoning
• Networking Urban Resources with Teachers and University to enRich Early Childhood Science (NURTURES) Phase II: Expansion and Evaluation

Sensing Science through Modeling: Developing Kindergarten Students' Understanding of Matter and Its Changes

• Supports for Science and Mathematics Learning in Pre-Kindergarten Dual Language Learners: Designing and Expanding a Professional Development System
• The Developmental Emergence and Consequences of Spatial and Math Gender Stereotypes
• Young Mathematicians: Expanding an Innovative and Promising Model Across Learning Environments to Promote Preschoolers' Mathematics Knowledge

Project Description: We developed a Grades K–2 early algebra intervention along with grade-level assessments to measure students’ learning from the intervention. We focused particularly on understanding how our intervention’s design might support marginalized learners, including students with learning differences and students from economically and racially diverse communities. In this, we explored how a concrete-to-visual-to-abstract development of concepts, along with different instructional strategies and tools, helped shape students’ algebraic thinking. As an example, we considered how physical tools such as number balances or cubes helped students reason about mathematical relationships regarding their understanding of equivalence and properties of operations. Our innovation provides a critical roadmap by which teachers can develop children’s algebraic thinking in early elementary grades. Given algebra’s role as a gatekeeper to students’ success in STEM-related disciplines, research-based models for algebra education in the elementary grades are vital to increasing all students’ success in algebra and access to STEM learning.

Initial Findings: As with similar research we have conducted in Grades 3–5, we are finding that young children from academically, socially, and racially diverse backgrounds can successfully engage with the early algebraic concepts that underpin formal algebra. In particular, our analyses of students’ tool use have revealed important ways in which tools can mediate students’ understandings of the equal sign as a relational symbol (Stephens et al., in press) as well as students’ abilities to represent what they notice about the structure of even and odd numbers and how they generalize relationships for this class of numbers (Strachota, under review). This includes, for example, findings that balance scales helped students invoke the idea of balance in their work with equations and often supported them in reconsidering and successfully interpreting unfamiliar equation forms. We have also found that concrete and visual representations helped students recognize and represent the structure underlying even and odd numbers and develop representation-based arguments about relationships on sums of evens and odds. Both of these findings point to the potential for all students to successfully engage in core early algebraic concepts and practices in ways that can support their formal study of algebra in later grades.

Instruments :Through this and a related project, we developed and validated our own grade-level assessments to measure students’ learning as they advanced through the intervention. Assessments were interview-based due to the age of participants. Because there were no existing validated assessments for Grades K – 2 to measure children’s early algebraic thinking, we developed our own measures (available upon request). The reliability and validity of the assessments were estimated in several ways. The assessments performed well with respect to measures of internal consistency, with items in earlier iterations of the assessment being revised or removed as needed. Furthermore, an expert panel reviewed and rated each item for difficulty, and these ratings were found to correlate with actual difficulty, providing a measure of criterion validity.

Key Challenge : We see two core challenges in implementing this type of work—that is, the design and testing, including large-scale testing, of early algebra interventions. First, ultimately interventions need to be teacher-led, yet teachers in elementary grades often have not received adequate professional development to implement such interventions, due in part to limited access to the kinds of opportunities that will prepare them to build classrooms that foster deep early algebraic thinking. The lack of professional development around early algebra instruction is not only a challenge for conducting research on teacher-led interventions, but also for the long-term sustainability of early algebra reforms beyond the research window. Second, while the assessments designed in this study were interview-based, this format poses challenges for scaling up our research to the large, randomized studies needed to examine the effectiveness of our intervention. Interview-based assessments also pose practical challenges for the classroom because they require extensive amounts of instructional time to implement. To address these challenges, in our future work our goal is to (1) develop accessible and usable tools by which teachers can improve their understanding of early algebra instruction in real time, and (2) develop digital (virtual) assessments that are appropriate for young learners and that can be used at scale. 

Product(s) :

• Stephens, A., Sung, Y., Strachota, S., Veltri Torres, R., Morton, K., Murphy Gardiner, A., Blanton, M., Knuth, E., & Stroud, R. (In press). The Role of Balance Scales in Supporting Productive Thinking about Equations Among Diverse Learners. Mathematical Thinking and Learning . 
• Stephens, A., Sung, Y., Strachota, S., Veltri Torres, R., Morton, K., Murphy Gardiner, A., Blanton, M., Knuth, E., & Stroud, R. (2020). How do balance scales shape K–2 students’ understandings of equations? Poster to be presented at the Annual Conference of the Society for Research on Educational Effectiveness, Washington, DC (Conference cancelled).
• Strachota, S., Morton, K., Veltri-Torres, R. Stephens, A., Blanton, M., Gardiner A., Sung, Y., Stroud R., & Knuth, E. (under review). The Role of Tools in Supporting Students’ Generalizing About Even and Odd Numbers.

Publication of Early Algebra Intervention:

• Blanton, M., Gardiner, A., Stephens, A., & Knuth, E. (in press). LEAP: Learning through an Early Algebra Progression – Grade K . Didax Publishers.
• Blanton, M., Gardiner, A., Stephens, A., & Knuth, E. (in press). LEAP: Learning through an Early Algebra Progression – Grade 1 . Didax Publishers.
• Blanton, M., Gardiner, A., Stephens, A., & Knuth, E. (in press). LEAP: Learning through an Early Algebra Progression – Grade 2 . Didax Publishers.

Project Description:  Through this collaboration, we developed the Next Generation Science Assessment for Young Scientists (NGSA-YS) Design Approach for creating robust and developmentally appropriate assessment tasks that measure young students’ proficiencies in integrated science and literacy. The NGSA-YS pays particular attention to the emphasis on the use of scientific language and literacy required by the Next Generation Science Standards (NGSS), while also accounting for emerging language and literacy skills and abilities of early elementary students. To collect initial evidence of the approach, the team convened a panel of experts in young children’s science learning, literacy learning, and assessment to review the design approach and one assessment task that was produced via the approach. Cognitive interviews with first grade students were conducted with two of the developed tasks and provided evidence that both tasks were able to elicit science and literacy performances. Taken together, the evidence indicates the promise of the NGSA-YS approach.

Initial Findings: Evidence collected through expert review and cognitive interviews with first grade students verified that the design approach—with considerations of language and literacy explicitly incorporated into the process—provided a principled way to create robust and developmentally appropriate assessment tasks that integrate science and literacy. Furthermore, the tasks developed using the approach elicited both science and literacy performances. Though the work is still early and ongoing, the NGSA-YS design approach shows promise as a valuable means for addressing the thorny challenge of how to construct assessment tasks that can reliably measure early learners’ integrated science and literacy proficiency.

Key Challenge : Embarking on research with young children is challenging because they are still developing the language repertoire to articulate their ideas orally and in writing. This means any projects that rely on young children as informants require more intimate interactions with an adult to ensure the accuracy and reliability of the data young children provide. The additional time burden means projects like ours are expensive and measurement design projects that aim to collect enough data to calculate validity and reliability data to provide psychometric information about assessments for young children are even more expensive.

• Billman, A. K., Rutstein, D., & Harris, C. J. (in development).  Articulating a Transformative Approach for Designing Tasks that Measure Young Learners' Developing Proficiencies in Integrated Science and Literacy. Redwood City, CA: WestEd. Available January 2021 from http://nextgenscienceassessment.org
• Lawrence Hall of Science (2019). 1-LS1-2 Offspring survival task: Penguins. Berkeley, CA: Regents of the University of California.
• Lawrence Hall of Science (2019). 1-LS3-1 Inheritance task: Cows. Berkeley, CA: Regents of the University of California.

Disciplines/Subject Areas: Science and literacy

Project Description: The ability to read, write, and communicate effectively about science is critical to school success, life-long learning, and participation in a global society. Yet, there is limited attention to science and disciplinary language and literacy in primary grades classrooms. In response to the ambitious goals for student learning set by the Next Generation Science Standards (NGSS) and the high standards for disciplinary language and literacy the ELA standards, science instruction in K-2 classrooms will need to change. The SOLID Start project ( S cience, O ral Language, and Li teracy D evelopment from the Start of School) develops professional development opportunities for K-2 teachers that integrate science and literacy. The project also develops standards-based, integrated science and disciplinary language and literacy curriculum materials designed for K-2 children.

Initial Findings: 

• After our initial rounds of developing and pilot testing our curriculum units, we conducted a quasi-experimental study where we found that students in classrooms where teachers who used our curriculum units had statistically significant improved science sensemaking outcomes – for example they were better able to support claims with evidence – than students in classrooms where teachers did not use these units. In addition, we found that students had improved literacy outcomes in terms of receptive and expressive language use. However, even with these educative curriculum materials, teachers still found it challenging to support synthesis conversations in their classrooms.
• K-2 teachers need to engage in talk that supports (1) equitable student engagement and participation in science, (2) deepening of science understanding within and across activities, and (3) talk that develops language and literacy for science. Coaches and teachers are able to use a formative observational tool (see description below) that we have developed to guide coaching conversations around these domains.

Instruments: Because sensemaking science talk is uncommon in early elementary classrooms, we developed and validated the SOLID Start formative observation tool that measures the quality of science classroom discourse. The purpose of this tool is to enable teachers and coaches to develop a shared understanding of what constitutes sensemaking science talk in K-2 classrooms. In addition, the tool guides reflection and coaching for teachers as they work on shifting the nature of discourse in their classroom.

The SOLID Start formative observation tool, which is based on a systematic literature review, focuses on three dimensions of ambitious science talk: 1) talk supporting students’ equitable science participation and engagement; (2) talk supporting deepening of science understanding within and across activities; (3) talk supporting science language and literacy development (i.e., disciplinary literacies). Teachers and coaches use a series of indicators to rate the quality of science talk on a 1-5 scale for each dimension. The tool has been piloted for two years and with cohorts involved in the SOLID Start PD. For the tool overall, weighted kappa = 0.72 which is substantial to very good based on both interpretation recommendations (Fleiss, 2003; Landis & Koch, 1977). In addition coders were within one point of each other 93% of the time. Each domain also showed high inter-rater reliability with weighted kappas ranging from 0.65 to 0.78.

Key Challenge : The biggest challenge to our project is that science instruction often does not occur in K-2 classrooms. There is substantial evidence that both science and disciplinary language and literacy are neglected in the early years of school. While we do not yet have direct evidence to support this idea yet, it is likely that if K-2 science is limited even under “normal” school condition, it is likely to receive limited attention during pandemic-related closings and changes to school schedules.

Remote Learning: We have developed overarching principles for remote K-2 science learning that have guided curriculum-specific modifications to all of our curriculum units. These are available open access to teachers on our website: SOLIDStart.msu.edu

• Our website SOLIDStart.msu.edu includes information about our project, access to our K-2 curriculum materials, and links to our project publications.
• Our project team was invited to present at a National Academies of Science, Engineering, and Mathematics panel on Integrating Science and Literacy in Elementary Education. Watch the presentation .
• As part of the SOLID Start project, we have developed NGSS and CCSS-ELA aligned curriculum materials. Each unit is guided by a driving question and puzzling phenomena that engage young students and elicit their natural curiosities. The units are designed to support young students’ science learning and oral language and literacy development. We have completed many units in each grade and are currently editing and finalizing the other units. All units should be completed by Fall 2020. We also provide suggested modifications to the units so they can be taught in a virtual distance learning environment.
• All of our research publications can be found on the research page of our website .

Development and Validation of a Mobile, Web-based Coaching Tool to Improve Pre-K Classroom Practices to Enhance Learning               

Disciplines/Subject Areas: We focus on nine specific classroom practices that are linked to students’ academic and self-regulatory gains.

• Reducing time in transitions
• Promoting positive classroom climate
• Increasing math instruction
• Increasing the level of instruction
• Promoting greater student engagement
• Increasing teachers’ listening to children
• Promoting more sequential activities
• Increasing the amount of children’s associative and cooperative interactions
• Increasing the amount of high quality literacy instruction

Project Description: The overarching goal of this project is to create a user-friendly coaching tool to bridge the gap between what instructional coaches see in the classroom and the steps they can take with teachers to improve classroom practices and enhance student learning. The CHALK tool (Coaching to Help Activate Learning for Kids) is a progressive web application (PWA) that guides users to collect observational data focused on specific classroom practices that are empirically validated and linked to children's academic and self-regulatory gains (Christopher & Farran, 2020; Farran et al., 2017). It then displays instant results and provides a framework to help coaches and teachers co-construct goals for improving practices. Over the past two years, the CHALK coaching tool has been developed in an iterative process through a partnership between researchers and practitioners to ensure that it is practical and appealing to instructional leaders in a wide array of educational settings.

Initial Findings:  We will launch a formal pilot study during the 2021-22 academic year.  Our external evaluators will use data from this study to gauge the tool’s impact on teachers’ practices and, subsequently, students’ academic and self-regulatory gains.

Key Challenge : In response to changes in education related to the onset of COVID-19, we have begun adapting the CHALK tool for virtual coaching.  Initially, the tool was designed for conducting in-person observations.  However, many schools are trying to limit the number of adults circulating in their buildings.  This has created a need for methods of observing teachers and providing feedback without being physically present.  Through informal piloting with local partners, we are developing CHALK protocols for collecting observation data remotely and using those data to inform virtual coaching conversations.

Product(s) : The CHALK Tool (a Progressive Web Application)

Early Emergence of Socioeconomic Disparities in Mathematical Understanding              

Disciplines/Subject Areas:  Developmental Psychology and Math Cognition

Project Description: Gaps in math skills related to socioeconomic status (SES) have grown in recent years, as the math skills of children from high income families have grown faster than those of children from middle- or low-income families. These disparities emerge in preschool and are large by the start of kindergarten. Importantly, SES-related disparities in math skills have implications for long-term academic achievement and educational attainment, as well as access to STEM education and professions in adulthood. There is an urgent need to identify the factors shaping early math development before children start formal schooling. This multi-method investigation of toddlers (28-38 months) and their parents uses observational, survey, and time diary data to provide foundational knowledge about the activities and interactions in the home environment that drive the early emergence of math skills disparities related to SES.

Initial Findings: Given the COVID-19 pandemic, we restructured our home-based study into an online project. We collected data on approximately 24 toddlers and families prior to the March 2020 quarantine order. We launched the online study in July 2020 and to date have consented 50 families for participation.

Preliminary online data collection with 30 families (5 low-income, 6 middle-income, and 19 upper-income) suggests some evidence of SES differences in early math skills. Average knower-level, as measured by the Give-N task (Wynn, 1990) was below 1 for the low-income children, whereas middle-income and upper-income children were on average 2- or 3-knowers. Similar SES gradients were seen for measures of counting, where, on average, low-income children could count to 4.75, middle-income children to 6.83, and upper-income children to 8.12. However, in this small sample, we do not see evidence of SES differences in children’s knowledge of spatial or number words, as measured through pointing tasks (e.g. “Where is tiger next to the cup?”). On these tasks, children’s accuracy was on average 76% for spatial words and 66% for number words (compared to 50% chance).

Instruments: We have created or adapted two measures for the online study:

• Find Bear – This assessment is designed to measure the toddlers’ persistence. In this task, toddlers are shown pictorial displays on laptops or tables that include a lot of animals, people, settings, and activities. The toddlers are asked to find the bear, which we have inserted in these pictures. We record their searching through Zoom and measure the time spent on the final picture, which is the only picture that does not include the bear, to operationalize persistence.
• Modified Test of Spatial Assembly (TOSA) 2-D – Toddlers are given a magnet board, magnets of different shapes and colors, and cards with pictures designed from 2-3 of the magnets. The children are asked to reproduce the same design on their magnet board, and we score each trial based on orientation, alignment, etc.
• Point -to- X – This task is based on a similar measure by Wynn (1992) and designed to examine children’s sensitivity to number words prior to understanding their exact meanings. To familiarize children with the task, children are first shown two word-control trials with two different common objects and are prompted to point to one image (e.g., “Where is the ball?”). Subsequently, in twelve number-word trials, each image shows two sets of identical stimuli differing only in number (e.g., four ducks and five ducks), and children are prompted to point to one of the images (e.g., “Which has four?”). Number-word trials vary along two distinct dimensions: the numerical distance between the two sets and size of the target number.
• Shared book reading interaction – We created a wordless board book to elicit number and spatial talk. The scenes focus on a day at a park with various numbers and combinations of animals playing on, behind, beside, and in front of playground equipment.

Key Challenge : Briefly, we have encountered several challenges:

• Due to COVID-19 precautions for families and project staff, we can no longer provide child care for other siblings during the recordings of parent-child interactions and child assessments. Thus, the data collection may be interrupted to address other children’s needs and/or the parent may have somewhat divided attention between the play interaction with the study child and caring for other siblings.
• Given the age of toddlers, we are very aware of the receptive and/or expressive language demands of the assessments, especially in the move to a fully online study.

Exploring Early Childhood Teachers' Abilities to Identify Computational Thinking Precursors to Strengthen Computer Science in Classrooms             

Disciplines/Subject Areas:  Computer Science and Computational Thinking (CS/CT); Generative Professional Development (GPD); teacher & researcher co-design of CT learning activities; teacher implementation and assessment of preK-2 student CT learning.

Project Description: This project focuses on the design and implementation of culturally relevant computer science learning activities for young children. We are investigating methods for engaging preK-2 teachers with computational thinking (a problem-solving process) and helping them integrate it into classroom activities. The goal is to design a replicable model of preK-2 teacher professional development focused on early childhood computer science education. The model is informed by Generative Professional Development (GPD), a framework that emphasizes social constructivist, inquiry learning. In GPD, teachers gather contextually and culturally relevant information about students’ specific abilities and needs to develop lessons, to implement those lessons, and to reflect on their own and their students’ learning. Iterations of the model will include a computational making institute for teachers, classroom coaching, and teacher meetups. Guiding assumptions include the premise that meaning making occurs in participatory communities of practice.

Initial Findings: Data collection will begin in summer 2021.

Product(s) : Products will include:

• Teacher Learning PD: Multi-phase, yearlong, replicable PD model that provides opportunities for preK-2 teachers in Central Texas to acquire CS/CT skills and practices that enable them to notice, name, and connect CT with classroom learning.
• Catalog of PreK-2 CS/CT learning activities:  Researchers and preK-2 teachers will co-design and develop CT learning activities that are culturally relevant classroom activities and connected to early childhood content areas (e.g., ELA, math, science, social studies). The catalog will include teacher-designed implementation and assessment guidelines to enhance both teachers’ and students’ learning.

Project Description: Our project brings together educators, families, researchers, curriculum and software developers to co-design and evaluate resources to promote early STEM. Currently, our team is working to extend the Next Generation Preschool Science curricular program, which was developed as part of a previous NSF project and found to significantly improve science learning. This project aims to extend that work by: (1) integrating engineering and mathematics with science, (2) creating science activities that bridge home and school learning, and (3) developing versions of the resources that address the needs and strengths of Latinx families. Our work involves extending learning blueprints to articulate the integration of new learning goals. Activities and resources are then designed during a series of co-design meetings and iteratively tested during formative research activities in preschool classrooms and families’ homes. The project will culminate with an experimental field study to examine program implementation and effects on children’s science learning.

Initial Findings: During initial co-design meetings, the team identified possible synergies between science and math; these included plant growth with measurement, counting, and cardinality; and light and shadow with shapes and shape combinations. Similarly, the team identified possible synergies between science and engineering; engineering practices were embedded into plant growth activities where children designed solutions to protect plants or help plants get the nutrients needed to grow and into force and motion  activities where children purposely designed ramps to meet specific needs.

During the co-design discussions, the team has identified productive design challenges. The learning blueprint has been a key anchor document, helping identify and articulate these challenges. For instance, at times when the team brainstormed ideas for engineering, the science goals addressed were shifted (e.g., an engineering challenge may have introduced gravity or speed rather than focusing on surface texture and distance traveled ass was done in NGPS). Some of the new science goals have been developmentally appropriate and have been incorporated as target goals. However, some of the additional science goals represent ideas that may be challenging for young children. This has required the team to revise the engineering prototypes to ensure they are articulating synergies between science and engineering in developmentally appropriate ways.

Findings from our user studies have also uncovered some features of activities and resources that need to be incorporated and issues that need to be addressed in revisions. These features that have been identified include: specific verbal scaffolds that need to be embedded into digital apps; the creation of new levels in the apps to allow children to gradually learn some of the target goals; step-by-step instructions for activities followed by sample discourse focused on each discipline or area of learning. Some of the issues uncovered by the research are the need for clear science, math and engineering frameworks that can be shared in professional development resources and that are clearly visible throughout activities.

Instruments :During the co-design phase, the research team extended the NGPS learning blueprint to articulate possible connections between science, mathematics and engineering. This blueprint was then used to guide the initial development of activities.  A series of formative user studies were then conducted to determine what revisions needed to be made to emerging activities and resources to ensure they are engaging, usable, and comprehensible to teachers, parents and children, and they promoted the target learning goals. To gather these data, we developed classroom and home observation protocols to document how researchers, teachers and families enacted the activities with children. In addition, the research team developed user testing protocols to capture children’s one-on-one play and engagement with the digital app prototypes and alphas. For the pilot and field studies, the research team will refine the measures described above and develop and test a set of child learning tasks to be used in the field study. These tasks will extend our prior work on preschool assessment of science and mathematics and include a focus on engineering.

Key Challenge : Remote learning has presented many challenges for young children, families, and educators. Many of the families we partner with and serve are juggling modified work, childcare, and school activities, sometimes all simultaneously. Our project team has remained very mindful of these challenges while considering creative ways to continue our important collaborative work. Through this process we have acknowledged the multitude of hardships that families and teachers have faced while remaining resilient. We have been fortunate in that all of our partner teachers and families continue to be committed to the project and have been incredibly flexible as we navigate new ways to work together. Teachers and families have expressed interest in continuing this partnership and have shared that they see the potential value that this research can bring to the field, and to their communities. 

Nevertheless, our co-design activities and research have had to pivot. Our teacher partners are currently either teaching in hybrid programs with reduced numbers of children and health and safety restrictions in place, or teaching completely remotely. But in both instances, they have chosen to continue our work together. For our upcoming co-design and pilot study activities, we have requested that teachers review the latest resources and then engage in feedback discussions with our team instead of enacting the activities with children in their classroom as originally planned. All teachers have shown interest and willingness to engage in these virtual, follow-up conversations. Several teachers who work in hybrid models also expressed an interest to test the latest iterations in their classroom, and we are working with these teachers to determine how best to do so taking into account the existing restrictions and setting modifications. 

Similarly, families have also expressed interest in implementing activities as part of our upcoming research study. Given the current health emergency and the necessity for remote school, families are seemingly finding the opportunities to try out new activities and resources with their children especially valuable. While we will unfortunately not be able to visit with families in person as planned, our team is working to determine how best to virtually connect with families in order to collect this valuable feedback from them. We are exploring meeting with families over Zoom, using screen captures during digital app play, sending videos of activity implementation, and other related data collection options.

Product(s) : With prior NSF funding, our team created a curricular program to integrate science in preschool. The program included classroom activities to promote science in various settings (large group/circle time, small group, free choice centers, and routines). All activities promote engagement in science practices to understand concepts in life (plant growth), physical (force and motion), and earth (light and shadow) science. The program also included apps with unique affordances for science learning, designed to strengthen science investigations and provide opportunities for repeated practice.

The current effort is extending this work by creating additional science activities that integrate mathematics and engineering learning goals to capitalize on the symbiotic or mutually beneficial relationship between science and these domains. This work also includes developing additional apps to highlight these connections and a series of activities for families at home, including Spanish versions for DLLs/ELLs.

So far, our team has developed the following:

Shadow Unit : Children explore how shadows are made. They cast shadows, change shadow size, combine shadows, and engage in investigations about light and shadow.

• 3 additional classroom activities:  1. Shadow Math, 2. Design a Shadow Theater Space, 3. Where’s the Shadow
• 7 activities for home/families: 1. Design a Shadow Box Theater Space; 2. Outdoor Together Shadows; 3. Indoor Together Shadows; 4. Silly Shadow Walk; 5. Shadow Moves; 6. I Spy Shadows; 7. Story Character Shadows
• 2 apps to strengthen learning across school and home: 1. Shadow Cave app and 2.Doggy Daycare app

Plants Unit: Children explore how plants grow. Children observe indoor and outdoor plants. They measure and record plant growth and plant a class garden.

• 3 additional classroom activities: 1. Design a Mini Class Garden; 2. Floppy Tomato Plant Support; 3. Our Garden Mural
• 7 activities for home/families: 1. Big or Small Plants; 2. Find and Measure Plants; 3. From Seed to Table; 4. How Many Plant Colors; 5. Matching Plant Card Games; 6. My Seed Book; 7. Plant Part Hunt
• 2 apps to strengthen learning across home and school: 1. Wonder Farmer’s Market app and 2.Garden Globetrotters app

Ramps Unit: Children explore how objects move on a ramp. They observe rolling and sliding objects, adjust ramp heights, investigate textured surfaces and bowl.

• 3 additional classroom activities: 1. Design a Bowling Lane; 2. Let’s Bowl; 3. Around the Obstacle Course
• 7 activities for home/families: 1. I Spy a Ramp; 2. Act Out a Story; 3. Ramp Hunt; 4. Roll or Slide; 5. Yoga Ramps; 6. Obstacle Course; 7. Solve It with a Ramp
• 1 app to strengthen learning across school and home: 1. Coconut Canyon app

Project Description:  Seattle Public Schools, Tilth Alliance, the University of Washington Bothell, and Northwestern University partner with preK-3 children, families,  educators, and community based organizations to co-design equitable, culturally based, field-based science education utilizing outdoor habitats, including gardens. We are working to reimagine how children can engage in seasonal field-based science, driven by “should we” questions that cultivates ethical deliberation and decision-making around socio-ecological systems and issues that are consequential to them, their families, and their communities.

Initial Findings: Our research explores different dimensions of the Learning in Places (LIP) project, including both teacher and student learning. For example, one preliminary analysis focused on educators’ engagement with power and historicity and racialized dynamics in partnership classrooms. An aspect of our work has been to raise educators’ awareness of the ways that they communicate about Indigenous peoples, Black people, and other people of color as well as how they interact with students and families of color. We engaged educators in a series of reflections about these issues utilizing our educator frameworks (e.g. Power & Historicity framework) and watched videos of partner teachers engaging students in discussions related to our instructional storyline. We also examined educators disproportionately escalated responses to black boys' behaviors in outdoor spaces. Our analyses of data have shown remarkable shifts in educators becoming attuned to these dynamics and engaging in what we think of as micro-repairs in real-time instruction.

In addition to our analyses of classroom implementation data, we are also analyzing student interviews. Preliminary findings highlight, for example, significant differences in the range of relations that students attended to in ecosystems, as well as their understandings of the function of different species and phenomena in ecosystems. More specifically, there are statistically significant increases in students’ reasoning about interspecies relations, species behaviors, and species functions and impacts on ecosystems as a result of the learning engagements our project team designed. For kindergarten students, we are finding significant increases in their engagement with causal relations, and with second graders we are finding significant increases in their reasoning about balancing or feedback loop relations.

Pilot findings from pre-service teacher training Overall we found that pre-service elementary teachers reported that the LIP model transformed their interest, agency, and desire to teach science. However, closer analysis of their beginning models of socio-ecological systems reflected a need for deeper attention to key systems features, attention to reasoning across scales and to relational specificity. Interestingly, pre-service teachers’ initial models and the models in students’ pre-interviews are somewhat aligned. In this project we focus on refining the pedagogical practices that scaffold educators’ model development.

Instruments :

• We have developed a set of cognitive task interviews (findings described above) that elicit children’s observational and explanation practices, as well as their understandings and reasoning about relations and functions in ecosystems, and their reasoning about perturbations in socio-ecological systems.
• As part of our family storyline, we have developed a set of what we’re calling “family tools” for field-based science sensemaking. We are using these tools (all available on our website) to study families’ place-based sensemaking.

Key Challenge: Our current context of the global pandemic, uprisings against racial injustice and anti-Blackness, and climate crises have deepened the need for educators to connect science with ethical deliberation and decision-making, and to center science within the cultural context of childrens’ and families’ lives. At its foundations, from our rhizome to each lesson in our family and classroom storylines, to our frameworks, the Learning in Places project works towards just and sustainable socio-ecological systems thinking. To this end, we are engaging in professional development that highlights the ways in which field-based science teaching is steeped within narratives of anti-Blackness and anti-Indigeneity, and actively working to both recognize micro and macro practices that perpetuate these. We are also always actively working to center family sensemaking as an anti-racist strategy, emphasizing the deficit views of families (especially families of color) that pervade early childhood education as well as traditional family involvement strategies in schools. 

Remote Learning: Learning in Places developed a full family seasonal storyline for families to engage in outdoor sensemaking together during remote learning.  This was part an intentional strategy to support families’ science engagement during remote learning, but also to support teachers in continuing to build relationships with families through the tools. We have found that, in this time of remote learning, the family seasonal storyline has provided much-needed support and tools for schools and even pre-service teacher educators to engage families and students in science sensemaking and field-based science pedagogy.

Product(s) : On our Learning in Places website :

• Classroom seasonal storyline, with accompanying lessons and family tools
• Family seasonal storyline: with accompanying materials
• Educator frameworks around dimensions of the rhizome

Measuring Early Mathematical Reasoning Skills: Developing Tests of Numeric Relational Reasoning and Spatial Reasoning              

Disciplines/Subject Areas: Early elementary mathematics, specifically spatial and numeric relational reasoning

Project Description: Early mathematics skills are strong and powerful predictors of success in school and future socioeconomic status. Research in Mathematics Education (RME) researchers are building assessment resources for educators to use to help their students improve and achieve success in early mathematics. Specifically, the Measuring Early Mathematical Reasoning Skills (MMaRS) system will provide educators with easy to use assessment resources and meaningful information about students’ numeric relational reasoning and spatial reasoning skills. Numeric relational reasoning and spatial reasoning are two early mathematics skills particularly predictive of algebraic reasoning, leading to Algebra I, which is a gatekeeper to success in post-secondary efforts in STEM domains. Currently, there are no widely available assessments for young children that focus on these two important mathematics constructs. The MMaRS tools will be developed for each grade level (K-2) and may be administered by teachers throughout the school year to monitor their students’ learning and design appropriate instruction based on data from the classroom assessments.

Initial Findings:  Learning progressions of numeric relational reasoning and spatial reasoning are the framework for the classroom assessment resources developed under the MMaRS project. We are iteratively refining these learning progressions through analysis of teacher surveys, cognitive interviews, and collaborating with teachers to understand their intended uses of the assessment resources. We have also analyzed data from cognitive interviews to better understand how assessment items function with K-2 students. Next, we will collect evidence about the accessibility of the item models through think-aloud interviews and begin the final item writing process.

Instruments: We designed cognitive interview protocols to empirically validate the hypothesized learning progressions for the numeric relational reasoning and spatial reasoning constructs. We also developed two teacher surveys to assist with the refinement of the learning progressions. As we move forward in the project, we are developing assessment resources to support teachers instructional decisions (e.g., flexible classroom groupings, sequencing).

Key Challenge : A key challenge facing researchers working in early grades mathematics is the limited instructional time for teaching mathematics due to the emphasis on early literacy in many schools. Because of this limited time, teachers need to carefully design mathematics instruction to be efficient, build on students’ background knowledge and skills, and support growth along the progression of understanding. Using data from carefully designed classroom assessments can help teachers design effective and well aligned instruction.

To address this challenge, RME researchers convened two work sessions in July 2020 with ten Dallas-Fort Worth area teachers who serve as the MMaRS Teacher Advisory Panel to learn more about their formative assessment needs and practices with their kindergarten through second grade students. These sessions were conducted virtually due to COVID-19. The Teacher Advisory Panel provides ongoing support to the RME research team to ensure the results of the assessments the researchers are building will be useful to guide teachers’ instructional decision making and support student learning of numeric relational reasoning and spatial reasoning.

Product(s) : Visit the MMaRS website to view MMaRS' 2020 STEM for All Video , presentations , publications , and technical reports..

Publications:

• Ketterlin-Geller, L.R., Zannou, Y., Sparks, A., & Perry, L. (in press). Empirical recovery of learning progressions through the lens of educators. Journal of Mathematical Behavior .
• Ketterlin-Geller, L. R., & Pinilla, R. (in press). The promise of learning progressions-based classroom assessments to improve instruction. Enhancing Effective Instruction and Learning Using Assessment Data: Theory and Practice. Hong Jiao & Robert Lissitz.  Information Age Publishing. Charlotte, NC.
• Perry, L., Kuehnert, E., & Ketterlin-Geller, L. R. (in press). Promoting spatial orientation: Math activities for school and home learning. Teaching Young Children.
• Perry, L. (2019). Development of an early grade relational reasoning subtask: Collecting validity evidence on technical adequacy and reliability. International Journal of Science and Mathematics Education (IJRES) , 1-21. DOI: 10.1007/s10763-019-09968-1

Networking Urban Resources with Teachers and University to enRich Early Childhood Science (NURTURES) Phase II: Expansion and Evaluation                        

Disciplines/Subject Areas:  The NURTURES project focuses on Life, Physical, and Earth/Space science. The program is aligned to the Framework/NGSS standards covering all SEPs, CCs, and most DCIs for these grade levels.

Project Description: The University of Toledo NURTURES project aims to transform early childhood science teaching based upon NGSS standards to measurably increase student science, literacy, and math achievement. The program includes two primary components: (a) teacher PD (composed of a two-week Summer Institute (SI) for PreK-3 teachers and academic year PD including monthly professional learning community (PLC) meetings and one-on-one coaching), and (b) family engagement in scientific inquiry (composed of family science activity take- home packs and family science events hosted after school or in the community). With a design based on the Harvard Complementary Learning Model (Harvard Family Research Project, 2019), the program aligns educational resources to provide comprehensive programming addressing the learning needs of children and emphasizing family engagement in education.

Initial Findings: NURTURES has served 5082 students including 2200 African American, Hispanic, and mixed-race students and their family members. The program was recognized as an outstanding research-based PD program with the 2017 Christa McAuliffe Award for Excellence from the American Association of State Colleges and Universities (AASCU) member institutions and was cited in the NSF-sponsored CADRE preK-3 STEM report (Sarama et al., 2018).

NURTURES was initially funded by a National Science Foundation (NSF) Mathematics and Science Partnership program (Award # 1102808). Findings from this award include:

• Reinhart’s (2019) longitudinal case study revealed an increase in open-ended and inferential questions asked in the classroom, increased use of questions with higher levels of abstraction, increased use of SEP practices, decreased behavior management issues, and increased science content knowledge and confidence to teach science,
• Students who had a NURTURES-trained teacher experienced a STAR (Renaissance Learning, 2013; 2014a; 2014b) spring score net gain of 8.6 points in Early Literacy, 17.0 points in Mathematics, and 41.4 points in Reading compared to students who had never had a NURTURES teacher (Paprzycki et al., 2017). The 41.4 points in STAR Reading translated to a Hedges’ g effect size of 0.25, a level considered substantively important by the What Works Clearinghouse (WWC) (2013),
• A longitudinal study found significant differences between NURTURES treatment and control groups with the treatment group sustaining early literacy and mathematics gains to middle school (Heuring et al., 2020),
• Students who had a NURTURES-trained teacher experienced a 6.14 advantage points as compared to the average non-intervention student on the 5 th grade Ohio Achievement Science Subtest. The treatment effect size (Hedges’ g ) was 0.156, which is to be interpreted as a treatment group having, on average, 0.16 higher scores in standard deviation units as compared to the scores of the control cohort (Kaderavek et al., 2020),
• Achievement gaps between non-minority and minority students in reading and mathematics were reduced for minority students. In science, the intervention roughly compensated for the attainment gap between boys and girls and partially ameliorated the gap between minority and non-minority children’s scores (Mentzer & Paprzycki, 2020), and
• There was a significant positive effect of having a NURTURES-trained teacher on students’ mean learning growth rates for early literacy of 2.5 months and for mathematics of 1.9 months (Hapgood et al., under review).

With the current NSF DRK-12 grant (Award # 1721059), we explored the relative impact of teacher PD versus teacher PD plus parent involvement on student gains. We used a RCT research design to compare student outcomes among three groups: PD + family engagement group, PD-only group, and a control group. This research demonstrated that the NURTURES intervention statistically impacted student learning over the control group without intervention (Hedges’ g effect size of 0.34; a level considered substantively important by WWC). Early analyses suggested higher test scores for children in the family engagement condition, but COVID-19 disrupted our ability to collect sufficient data for analyses this past spring.

Instruments: The SCIIENCE instrument (Kaderavek et al., 2015) assesses pedagogical practices aligned with the NGSS. Specifically, through the micro-analysis of classroom inquiry activity, with a focus on teacher behaviors, the SCIIENCE allows an examination of the degree to which teachers engage in practices such as eliciting hypotheses, use of models, fostering use of evidence in arguments, among others. It has an inter-rater Kappa coefficient reliability among trained SCIIENCE coders at consistently above .80, Concurrent validity has been documented with the Classroom Assessment Scoring System (.71) (La Paro & Pianta, 2003) and the Horizon Classroom Observation Protocol (.70) (Banilower et al., 2006).

A project-developed rubric entitled Family Understanding of Science and Engagement (FUSE) (Michaelson, 2019), was created to measure degree of completion, depth of completion, and demonstration of scientific understanding of family science packs.

Key Challenge : The face-to-face aspects of our project have reached over 5000 students from predominately urban settings. However, COVID-19 school closures highlighted the disparity among some student populations resulting in lower participation rates in family engagement activities when they were placed online.

Remote Learning: During the COVID-19 school closures, we adapted program delivery through electronic or no-contact methods. Adaptions we implemented include:

• Transitioning family engagement materials from physical materials (packs, paper, supplies) to electronic materials (PDF, website, video, simulations) with adaptions for use with common household items.
• Moving family engagement events from a school gathering model to an online model featuring prepared activity videos for families with a culminating live online event (e.g., using Webex) for teachers and families to share their experiences and promote discourse.
• Changing elements of research that involved in-person classroom testing to online test delivery or mailing of test materials.

In addition to these adaptations, several elements of the NURTURES program were already designed for online delivery. Teacher professional learning community (PLC) and coaching components of the program are facilitated entirely online with through secure technical infrastructure (Cisco Webex and Basecamp project management applications). Our summer institutes were not impacted by the pandemic, but the success of the PLCs and coaching suggest that components of the summer institute could be modified for online learning. Future research could study modifications for teacher professional development. Our experience with online family components was mixed. For families that participated, they were highly engaged. However, reaching families online in an urban setting was found to be challenging and only a few numbers of families were reached during the COVID-19 shutdowns. Future research needs to examine ways to more effectively engage families online.

Website : http://nurtures.utoledo.edu  NOTE: Our website features family engagement videos

Curriculum :

• Family Packs. Twenty Family Science Packs (FSP) for 5 different grade levels (PreK, Kindergarten, 1 st , 2 nd , and 3 rd ) are sent home quarterly by teachers to make home-school connections in science and encourage family science inquiry and discourse. Each FSP is a zippered canvas bag containing inquiry activities aligned with the SEPs, DCIs, and CCs in the Framework (NRC, 2012) as well as various early learning standards (e.g., NAEYC, 2016; ODE, 2012), which build upon one another gradually increasing in level of complexity thereby allowing all levels of learners to progress through them at their own pace. Each FSP is self-guided and includes a newsletter with the directions, necessary materials, and a Journal Sheet for children to record data or visually represent understanding.
• Community Events. Community events (two per year minimum hosted by the school) give families opportunities to engage in informal science activities after school (e.g., at parent science nights) or in the community (e.g., a park, zoo, public library, farm). A wide range of activities (e.g., engineering challenges, simulations, observations, demonstrations) are geared for families of young children and are designed to foster adult-child interaction around a variety of science topics. Each activity is scaffolded by an “event guide” for parents/caregivers to facilitate their child’s experience, and roles are given to adults and children (e.g., adult “navigators” and child “science investigators”). The “Event Guides” are designed to stand alone and include step-by-step directions for adults (suggestions for language, questions, and spaces to record children’s responses). Additional information for engaging children is on the back.

Publications :

• Hapgood, S., Michaelson, K. M., Kaderavek, J.N., Paprzycki, P., Czerniak, C. M. & Molitor, S. (under review). Longitudinal impact of a Framework-aligned initiative on early literacy and mathematics growth curves. Manuscript submitted for publication in Journal of Research in Science Teaching.
• Kaderavek, J. N., Paprzycki, P., Czerniak, C. M., Hapgood, S., Mentzer, G., Molitor, S. & Mendenhall, R. (2020) Longitudinal impact of early childhood science instruction on 5 th  grade science achievement. International Journal of Science Education .
• Kaderavek, J.N., North, T., Rotshtein, R., Dao, H., Liber, N., Milewski, G., Molitor, S.C. and Czerniak, C.M. (2015). SCIIENCE: the creation and pilot implementation of an NGSS-based instrument to evaluate early childhood science teaching. Studies in Educational Evaluation, 45, 27-36.
• Reinhart, M., Bloomquist, D., Gilbert, A., Strickler-Eppard, L., Czerniak, C., Kaderavek, J. & Molitor, S. (2016). Taking science home: Connecting schools and families through early childhood science activity packs. School Science and Mathematics., 116, 3-16.
• Tuttle, N., Stanley, W. and Bieniek, T. (2016). Engineering Motion: Building Derby Cars in K-2 Classrooms. Science and Children, January, 46-53.
• Tuttle, N., Kaderavek, J. N., Molitor, S., Czerniak, C. M., Johnson-Whitt, E., Bloomquist, D., Namatovu, W., and Wilson, G. (2016). Investigating the impact of NGSS-aligned professional development on PK-3 teachers’ science content knowledge and pedagogy. Journal of Science Teacher Education, 27: 717-745.
• Paprzycki, P., Tuttle, N. Czerniak, C. M., Molitor, S., Kaderavek, J., and Mendenhall, R. (2017). The impact of a Framework-aligned science professional development program on literacy and mathematics achievement of K-3 students. Journal of Research in Science Teaching. DOI: 10.1002/tea.21400. http://dx.doi.org/10.1002/tea.21400 .
• Tuttle, N. Mentzer, G.A., Strickler-Eppard, L., Hapgood, S., Bloomquist, D. Molitor, S. Kaderavek, J., and Czerniak, C.M. (2017). Exploring how families do science together: Adult-child interactions at community science events. School Science and Mathematics: 117, 175-182.
• Gilbert, A., Czerniak, C. & Kaderavek, J. (Submitted June 2017). Elementary science teachers' experiences with synchronous online, asynchronous online and face-to-face coaching. Journal of Science Teacher Education.
• Strickler-Eppard, L., Czerniak, C. M., & Kaderavek, J. (2019). Families’ Capacity to Engage in Science Inquiry at Home Through Structured Activities. Early Childhood Education Journal, 1-12.

Theses and Dissertations:

• Bloomquist, D.L. (2016). The Effects of Coaching Using a Reflective Framework on Early Childhood Science Teachers’ Depth of Reflection and Change in Practice. The University of Toledo, Toledo, OH. Gilbert, A.M. (2016). The Nature of Elementary Science Teachers’ Experiences with Synchronous Online, Asynchronous Online and Face-to-Face Coaching. The University of Toledo, Toledo, OH. 
• Reinhart, M. A. (2019). A Longitudinal Study of an Urban Kindergarten Teacher’s Instructional Strategies for and Perceptions of Young Children’s STEM Inquiry. Unpublished doctoral dissertation, University of Toledo, Toledo, OH.
• Reinhart, M.L. (2012). Inquiry-Based Science Activities in Early Childhood: The Use of Take-Home Family Packs to Support Meaningful Oral Discourse. The University of Toledo, Toledo, OH.
• Strickler-Eppard, L.J. (2016). A Detailed Analysis of Family Utilization of Science Activity Packs. The University of Toledo. Toledo, Ohio.

Project Description:  The major goal of the Sensing Science through Modeling Matter: Kindergarten Students’ Development of Understanding of Matter and Its Changes project is to develop, research, and document a model-based inquiry approach to building kindergarten students’ conceptual understanding of matter and its changes. There is little research that has systematically used a model-based inquiry framework to explore early childhood students’ learning of physical science concepts. Another goal of this project is to integrate probeware and simulations into an inquiry-based, model-centered curriculum that will contribute important data on the evolving structure and content of kindergarten children’s physical science models as well as demonstrate children’s understanding of models and modeling as they engage in discourse and guided inquiry.

Initial Findings: This is a summary of the research results for 2018-2019 school year, organized by research question. This study involved one school with three teachers in Indiana and two schools with two teachers at each site in Massachusetts. Due to COVID 19, the 2019-2020 the implementation was completed in full in Indiana and partially completed in Massachusetts. View our Year Three Annual Research Report results .

Q1. Do kindergarten students’ concepts of matter change as they engage in S2M2 instruction? The analyses of MM-K Pre and Post Interview Total scores indicate significant gains in S2M2 students’ ability to understand and use simple particle models to explain material phenomena both in terms of MMK Total scores (F (1,137) = 237.97, p<.01, ηp 2=.64) and on each of the component scores: Materiality, States of Mater (SOM) and Phase Changes (PC). Repeated measures ANOVA showed that there was a statistically significant difference in Pre-and Post MPG Matter Interview Total Scores. Q2. Are different digital simulation tools associated with differences in students’ learning of particle models? There was also a small but statistically significant effect for Technology (F (1,134) = 7.65, p<.01, ηp 2=.05). Students who used the Thermonator tool had higher MMK Total scores and component scores than those who used the Particle Modeler tool (see Table 4). Q3. Do students’ particle models cohere as they explain varied macroscopic phenomena? Using the same overall procedure as described for Year 2 EMM models, we constructed heatmaps to provide a visual representation of changes in coherence of students’ models from pre and post MMK data (see Figure 4 in the linked Research Report) by geographic site. The two darkest colors represent the most coherent particle models (see key, Figure 4). Students at both sides showed a shift towards more coherent particle model use for both SOM and PC phenomena, although the heat maps indicate a more pronounced shift on PC phenomena for Site 2 students.

Instruments : See our Year Three Annual Research Report results for a description of the research instruments.

Key Challenge : We are presently not reentering the classroom during our no cost extension. We are reviewing our previous findings and looking more closely at student notebook drawings.

Remote Learning: Our research was completed in Indiana for 2019-2020 school year, but students in Massachusetts were not able to complete Phase Change (PC) lesson or exit interviews remotely.

Project page:  https://concord.org/our-work/research-projects/sensing-science-modeling…

The S2M2 curriculum unit consists of three discourse-rich, model-based inquiry kindergarten lessons (Models and Modeling, States of Matter [SOM], and Phase Changes [PC]) that align with core science ideas and skills as outlined in A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (National Research Council, 2012) and state academic science content standards. The S2M2 curriculum includes two written documents (the S2M2 Teacher Curriculum Guide and the S2M2 Student Science Notebook) and two iPad-based applications that children use during instruction to create, revise, and record their particle models of solids, liquids, gases, and phase changes—the Thermoscope and the Particle Modeler (used in 5 IN and 2 MA classrooms) the additional iPad-based application Thermonator (used in 2 MA classrooms). Each site also used the interactive story, the Land of Bump (see Sensing Science Apps link below). The S2M2 Teacher Curriculum Guide is designed as an educative curriculum guide (Davis & Krajcik, 2005), intended to promote teacher learning as well as student learning. In addition to outlining the science content and implementation mechanics of each lesson, the S2M2 Teacher Curriculum Guide provides information for teachers to not only help them develop general knowledge about implementing the unit, but also to increase their knowledge and skills for making decisions and instruction moves during specific instances in the unit (e.g., sample scripts to learn ways of framing and enacting productive student science discourse during the students’ generation and revision of a human model). The S2M2 Student Science Notebooks are designed to prompt students to make predictions, articulate (through words and drawings) their developing models, make sense of emerging patterns in their observations, and refine their models.

Sensing Science Apps that are available in the iPad store:  https://concord.org/sensing-science-apps/&nbsp ;

Supports for Science and Mathematics Learning in Pre-Kindergarten Dual Language Learners: Designing and Expanding a Professional Development System                    

Disciplines/Subject Areas: STEM domains separately and ways to integrate, including content and practices.

Project Description: The SciMath-DLL project designed and tested a professional learning model for preschool teachers to support young children's science, technology, engineering, and math learning, with supports for dual language learners. Co-developed with educators, the model was an intensive, collaborative, multi-faceted approach to improving the quality of early STEM teaching and learning. We are now reporting our results and adapting our approach to reach more educators and to reduce cost. Current efforts include creating a larger online and social media presence, building capacity through teacher coaches, planning a preschool STEM video library, and supporting pre-service students.

Initial Findings: We found significant, positive impacts on educators' attitudes, beliefs, confidence, and knowledge related to teaching math and science, and towards working with dual language learners (under review, revise and resubmit). Findings related to impacts on teaching and coaching show promise - this paper is in preparation.

Website: www.ecstemlab.com

Newsletter: www.ecstemlab.com/newsletter

Preschool STEM Institute: www.ecstemlab.com/preschool-stem-institute

Journal Articles:

• Brenneman, K., Lange, A., & Nayfeld, I. (2018). Integrating STEM into Preschool Education: Designing a Professional Development Model in Diverse Settings. Early Childhood Education Journal, 47 (1), 15-28. https://doi.org/10.1007/s10643-018-0912-z
• Lange, A. A., Nayfeld, I., Mano, H., & Jung, K. (revise and resubmit). Effects of a professional development model on preschool teachers’ attitudes, beliefs, and knowledge around STEM and teaching DLLs. 
• Lange, A. A., Trivette, C., Nayfeld, I., & Mano, H. (in preparation). Impacts of a preschool professional development approach on teaching and coaching practice: A mixed-methods analysis.
• Lange, A. A., Brenneman, K., & Mano, H. (2019). Teaching STEM in the Preschool Classroom: Exploring Big Ideas with 3-5 Year Olds. New York, NY: Teachers College Press.

Practitioner Publications:

• Mano, H., Molina, K., Nayfeld, I., & Lange, A. A. (2019). Planting the Seeds of Engineering: Preschoolers Think about, Talk about, and Solve a Real Problem in the Garden. Science and Children, 57 (2), 80–84.
• Lange, A. A., Dias, A., & Brenneman, K. (2016). Reflecting on Teaching Length Measurement to Young Children. Teaching Young Children , 9(5), 24-27. ( product from SciMath DRK-12 predecessor project )
• Lange, A.A. (2019). Engaging Preschoolers in STEM: It’s Easier Than You Think! Invited guest blog for the DREME Network. https://dreme.stanford.edu/news/engaging-preschoolers-stem-it-s-easier-you-think  
• Lange, A. A. (2015). Early STEM: Fuel for Learning. https://nieer.wordpress.com/2015/10/06/early-stem-fuel-for-learning/

The Developmental Emergence and Consequences of Spatial and Math Gender Stereotypes            

Disciplines/Subject Areas: Mathematics and spatial skills

Project Description: This project characterizes the developmental emergence, mechanisms, and consequences of spatial and math gender stereotypes in childhood. We aim to uncover when and how children acquire these gender stereotypes, the underlying assumptions driving these stereotypes (Do children believe boys are inherently better at, or simply prefer, math and/or spatial tasks?), and the implications for these stereotypes on STEM participation and performance.

Initial Findings:  We have several key initial findings For example, our preliminary data collected for this project reveal a strong relationship between parent and daughter, but not parent and son, math attitudes, suggesting that young girls may be more aware of and in tune with the attitudes held by the adults in their lives (Hildebrand, Posid, Hymes, Moss-Racusin, & Cordes, under review). In a second study, we examined how math and spatial anxiety may moderate the impact of stereotype threat on task performance. In this study, we observed a negative impact of performance for children who performed a task framed as assessing math abilities, but only when the child had high math anxiety. This was not the case for children with higher spatial anxiety who participated in a task framed as assessing spatial abilities. In another study with adults, we find that math and spatial gender stereotypes appear be based on the assumption males enjoy and are more confident in these domains, but not that they are better at these domains. Conversely, we find stereotypes about female-associated domains (of reading and foreign language learning) rely upon the additional assumption that females have more inherent ability in these domains (Hildebrand, Liebenow, & Cordes, in prep). Developmental data, however do not appear to mimic these patterns.

Key Challenge : A key challenge of the present studies, is the role of race in considering the development of gender stereotypes. In the past, gender stereotype researchers have used methods that allow race to be ambiguous in assessing gender stereotypes. For example, past work has used only gender-based words like “girls” and “boys” or cartoon-like figures that do not have a “race”. However, recent work suggests that traditional stereotypes may actually only apply to beliefs about white individuals, at least in the United States. As such, it is important to consider what stereotypes children are aware of, or endorse, when race is salient. To address this in our work, we are considering the generalizability of our findings, the types of methods we use, and follow-up studies that explicitly consider the role of race in the development of math and spatial gender stereotypes.

Product(s):

• Hildebrand, L.*, Posid, T.*, Hymes, L., Moss-Racusin, C., & Cordes, S. (under review). Does my daughter like math? Gender-specific relations between parent-child math attitudes.
• Hildebrand, L., & Cordes, S. (in prep). An integrated model of math and spatial domains, gender, and STEM: Attitudes, beliefs, and skills
• Hildebrand, L., Liebenow, H., & Cordes, S. (in prep). How robust are domain-specific gender stereotypes? Across stereotypically male, female, and neutral domains, different   assumptions drive gender biases.

Presentations:  

• Hildebrand, L., Liebenow, H., & Cordes, S. (2021, February). Different assumptions underlie male and female stereotypes . Poster accepted for presentation at the 2021 Society for Personality and Social Psychology (SPSP) Annual Convention, Virtual.
• Hildebrand, L., & Cordes, S. (2020, June). Are math and spatial gender stereotypes driven by beliefs about ability? Poster accepted for presentation at the Math Cognition and Learning Society (MCLS) Annual Meeting, Dublin, Ireland. (conference cancelled due to COVID-19)
• Coffey, T., Hildebrand L., & Cordes, S. (2020, March). The influence of time pressure on math performance. Poster to be presented at the 2020 Eastern Psychological Association (EPA) Annual Conference, Boston, MA, USA. (virtual conference due to COVID-19)
• Lim, C., Hildebrand L., & Cordes, S. (2020, March). The relation between math and spatial gender stereotypes and anxiety. Poster to be presented at the 2020 Eastern Psychological Association (EPA) Annual Conference, Boston, MA, USA. (virtual conference due to COVID-19) 
• Hildebrand, L., & Cordes, S. (2020, June). The impact of framing on math performance: The role of math attitudes and working memory. In L. Hildebrand* (chair), Consequences and Correlates of Math Anxiety Across Development. Symposium accepted for presentation at the Math Cognition and Learning Society (MCLS) Annual Meeting, Dublin, Ireland. (conference cancelled due to COVID-19) 
• Hildebrand, L., Lim, C., & Cordes, S. (2019, October). Framing matters: Relations between performance and math and spatial attitudes. Poster accepted for presentation at the 2019 Cognitive Development Society (CDS) Biennial Conference, Louisville, KY, USA. 
• Hildebrand, L., & Cordes, S. (2019, June). Gender differences in math and spatial anxiety and self-concept in early elementary school . Poster presented at the Annual Mathematical Cognition and Learning Society (MCLS) Annual Meeting, Ottawa, ON, CA.

Young Mathematicians: Expanding an Innovative and Promising Model Across Learning Environments to Promote Preschoolers' Mathematics Knowledge 

Project Description: Young Mathematicians (YM) addresses the critical need for an early childhood mathematics program that provides teachers and families with accessible instructional materials, supports, and professional development, and promotes children’s mathematics knowledge while narrowing opportunity gaps. This design and development project will transform the mathematics learning environments of preschool children from under-resourced communities by creating a cross-context school-home intervention. Our study builds on evidence of promise from our NSF-funded exploratory study, Scaffolding Mastery Motivation (DUE-1348564) by refining existing cross-context resources and furthers this work through the creation of resources that target new content areas for a robust school-home early mathematics intervention.

YM aims to broaden participation of groups traditionally under-represented in STEM by:

• providing playful instructional mathematics materials that support adult-child interaction and engagement in mathematics (for teachers and families),
• explicitly promoting school-home connections in mathematics,
• addressing educators’ and families’ attitudes toward mathematics,
• fostering high-quality mathematics opportunities across children’s learning environments.

Initial Findings: In collaboration with teachers, family partners, and project advisors, we have been developing new games and game materials with a particular focus on spatial reasoning, measurement, data, pattern, and shape skills. In April 2020 we began working closely with teachers to provide virtual professional development sessions. These sessions were designed to support teachers’ use of the mathematics games with children remotely, help them plan their work with families to encourage at-home use of the mathematics games, and to gather feedback about how we could improve the materials to better support teachers and families. We met weekly via a virtual meeting application and focused on children’s development of number concepts, patterns, and spatial reasoning skills. The teachers expressed that these sessions extended their thinking about the targeted mathematical concepts and gave them new ideas for mathematics activities to share with families. The teachers’ input and suggestions for materials revision has also been invaluable; for example, we have found that teachers and families prefer highly visual modes of communication, with less text. Using this feedback, we are developing a family-friendly format for the mathematics game directions, adding mathematics question prompts to the games, and compiling a suggested mathematics vocabulary list for teachers and families to emphasize. Teachers have noted that parents have found the revised YM materials accessible and easy to implement; in fact, one teacher shared that the parents of students in her classroom – especially those who may experience language barriers or have lower literacy or educational attainment levels – have gained confidence in their ability to support their preschooler’s mathematics learning and thinking.

Product(s) : www.ym.edc.org

The High Quality Early Learning Project

The High Quality Early Learning Project conducts and communicates research about teaching that supports effective learning for young children and their families. Focusing on documentation of those who work with diverse groups of children in early childhood settings, the project produces videos and professional development resources for teachers, teacher educators, school leaders, policy-makers, and other stakeholders in order to strengthen education in the early years.

High Quality Infant and Toddler Care: Supporting Children’s and Families’ Diverse Languages and Cultures

Diversity, Equity and Inclusion in Early Childhood Education

Going to School During the COVID-19 Pandemic

Principles for Advancing Equity in New York City UPKs

Walking Alongside the Learner: Curriculum in Yvonne’s Pre-K Classroom

Choice Time and Inquiry in Fanny’s Kindergarten Classroom

The Bronx River Study: Launching the School Year in Jessica and Andrene’s First Grade Classrooms

Creating a Caring Community of Learners:  Kimberly and Vanessa’s 1st/2nd Grade Classroom

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Home » Academics title_li= Alumni & Students title_li= Early Childhood title_li= Education & Leadership » Early childhood studies senior class of 2020 present diverse capstone projects

Early childhood studies senior class of 2020 present diverse capstone projects

Exam week of Spring 2020 was bittersweet for the early childhood studies senior cohort. After working on their capstone projects for three terms and persisting through a challenging Spring term at home, they presented their capstone work in a Zoom gathering with faculty, peers, family, and friends.

There were wishes to be together in person as well as calls for social justice in early education. But as soon as the presentations began, it was clear that hope was present as the graduating class of Early Childhood Studies demonstrated the readiness to face the challenges that lay ahead.

The Early Childhood Studies Class of 2020

Breanna beebe, andrea trujillo, faith van putten, mary mahoney, cara o’brien, christina carney, brianna lundgren.

The students’ projects range from developing a training for trauma-informed care to a teaching portfolio from a toddler classroom. These deliverables were as diverse as the topics spanning integrated inclusive classrooms to drawing as a form of early compositional writing.

Early childhood studies seniors complete a capstone project as the culminating assignment for their degree. The capstone project empowers students to select their own topic and project outcome based on their interests.

Some of the 2020 Seniors were inspired by their placements.

Cara O’Brien presented “Positive Impacts of Teen Parent Programs on Young Families: The Perspective of Parents” after doing her clinical placement in the Salem-Keizer Teen Parent infant/toddler classroom and working closely with teen parents to form supportive home-school connections.

Brianna Lundgren chose to write a research article drawing on the most recent literature and her personal experiences working in a residential setting for young children’s mental health entitled, “Trauma-Informed Care In Early Childhood.”

Other students became curious about a topic based on an interaction that occurred in their placement but required focused research and reflection to unpack. This is an incredible opportunity for seniors to deepen their commitment to and expertise in a particular topic in early childhood (birth to age 8).

The Zoom presentations closed with a quote from Martin Luther King Jr. “Take the first step in faith. You don’t have to see the whole staircase, just take the first step.”

These capstone presentations mark the end of our students’ preparation and the start of a new chapter in their journey as lifelong learners. We trust that the variety displayed in areas of interests represent the unique strengths they bring to the field of early childhood education.

Congratulations to the Early Childhood Studies Class of 2020 and to all Western Oregon University 2020 graduates!

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Field Experiences in Early Intervention/Early Childhood Special Education (EI/ECSE): Preparing Teachers for Success in Diverse Early Education Settings

• Ragan McLeod University of Alabama

Field experiences provide opportunities for early childhood and early childhood special education (EC/ECSE) educators to implement effective practices in learning settings, and are, therefore, a vital part of EC/ECSE teacher preparation. In this article, we describe field placement models from four universities in the United States: The Bridge Project, Getting Started Early, Peer Coaching to Increase Naturalistic Developmental Behavioral Interventions, and University Supervisors Coaching Teacher Candidates: Supporting Young Bi/Multilingual Children with Disabilities. Although there is variety in the settings and effective practices supported through these field placements, performance feedback and collaboration are clear themes across models.

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The Journal of Special Education Preparation ( JOSEP ) is an open-access, peer-reviewed journal that features research-to-practice information and materials for special education faculty in higher education settings. JOSEP brings its readers the latest on evidence-based instructional strategies, technologies, procedures, and techniques to prepare special education teachers and leaders. The focus of its practical content is on immediate application.

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Education Workforce

At least a dozen states are considering free child care for early educators, by emily tate sullivan     apr 30, 2024.

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A program that began in Kentucky as a novel idea to rebuild the early childhood workforce — and, in effect, buoy the broader labor market — has quickly spread to states across the country.

To draw early educators back into classrooms , legislators in the Bluegrass State made a change in fall 2022 that expanded the eligibility requirements of Kentucky’s child care subsidy program to include all staff who work at least 20 hours per week in a licensed early care and education program. In effect, early childhood educators became automatically eligible for free child care for their own kids, regardless of household income.

It was an instant boon. In its first year, 3,200 Kentucky parents working in early care and education participated in the program, with some 5,600 children benefitting.

Early childhood advocates, policymakers and business leaders in other states took notice. A creative solution with immediate impacts? They wanted in.

“It blew up,” says Lauren Hogan, managing director of policy and professional advancement at the National Association for the Education of Young Children, a nonprofit membership organization that advocates for high-quality early learning. “There’s a reason it’s gotten steam. It’s proven valuable.”

A year-and-a-half into Kentucky’s experiment, more than a dozen states have either launched their own programs or are seriously considering it, including Arizona , Colorado , Indiana , Iowa , Massachusetts , Nebraska and Rhode Island .

If all 50 states, plus Washington, D.C., adopted a policy like Kentucky’s, more than 234,000 staff in early care and education settings with children under age 6 could benefit, according to an estimate from the Center for the Study of Child Care Employment.

The premise of the initiative is simple: Better-staffed early care and education programs will increase the supply of child care, allowing more parents to re-enter the workforce. But the field has struggled to retain and attract staff.

Over the last few years, amid the pandemic and rising inflation , many early educators left the field because they found they could make more money elsewhere. Everyone from Amazon to Target to Chick-fil-A was offering higher wages. Child care providers, already operating on the tiniest of margins and charging families more than they can reasonably afford, simply couldn’t compete.

The result was understaffed early care and education programs, leading to closed classrooms and more families without access to care.

Kentucky’s approach works because it gives early care and education providers a tool to retain the staff they have and sweeten the deal for prospective educators.

“If you can’t directly increase the money in folks’ pockets, you can at least reduce their costs,” explains Hogan. “A lot of them have child care costs.”

Beyond how attractive it is for the economy, the program is also snuffing out a bitter irony that has long persisted in the field: Those who provide child care can seldom afford it themselves.

“Some of our educators can’t even pay for their own children to go to the program where they work, and that just doesn’t make sense,” says Lisa Hildebrand, executive director of the Rhode Island Association for the Education of Young Children. “Now, there is a way for them to be able to afford that.”

Rhode Island is eight months into a year-long, $4 million pilot of a program modeled on Kentucky’s — one that Hildebrand hopes will be renewed in the state legislature come June.

There is certainly evidence to support its continuation, she shares.

As of March, 475 children were participating in the pilot program. Their parents work across 162 different center- and home-based early education programs throughout Rhode Island.

Of those participating, 23 percent were already eligible for the state’s existing income-based Child Care Assistance Program . But more than three-fourths have had child care expenses waived through the pilot. (Rhode Island’s program differs from Kentucky’s in that it does have an income cap, just one that is notably higher than that available to other families in the state.)

Providers have shared that they’ve been able to bring back former classroom teachers and attract new ones to their programs, which is a huge relief to the sector, Hildebrand says.

“Staffing right now is at such a critical level [for some providers] that if they lose one teacher it means closing a classroom with a large number of children,” she explains. “We [already] have long wait lists, families waiting years for a slot. That’s less people in the workforce.”

In a survey conducted by the Rhode Island Department of Human Services, which administers the program, one provider called the pilot “life changing” for staff with young children. Others mentioned an influx of job applicants and new hires who are experienced and excited to work in the field — neither of which is a given in the underpaid profession .

Another provider said, “This has been an amazing experience. We were able to attract a top-notch toddler teacher who had chosen to stay home because the cost of child care was too high in comparison to her income.”

“Categorical eligibility” for child care workers is a rare policy solution that “can be embraced by red states and blue states,” notes Hogan.

In Nebraska, a bipartisan group of legislators has been pushing for a bill with expanded eligibility for early care and education staff this legislative session.

“We are in a workforce crisis in Nebraska, and we’re in a child care crisis,” says Katie Bass, data and policy research advisor at First Five Nebraska, a bipartisan public policy organization focused on expanding opportunities in the early years. “We cannot solve our workforce crisis without solving our child care crisis.”

The Nebraska bill ultimately did not pass before the end of the session in mid-April — there just wasn’t enough money this time, Bass explains, but says “it’s certainly not stopping here.”

Representatives from conservative and liberal groups alike testified in favor of the program. The bill’s sponsor, State Sen. John Fredrickson , intends to reintroduce the legislation in the next session, which begins in January 2025, Bass says. In the meantime, he has introduced an interim study to evaluate the different approaches other states are taking and determine the version that will best suit early educators in Nebraska.

“It’s kind of unprecedented,” Bass says of the bill’s wide base of supporters. “The lack of child care is affecting every single sector’s ability to operate.”

Emily Tate Sullivan is a senior reporter at EdSurge covering early childhood, child care and K-12 education. Reach her at emily [at] edsurge [dot] com.

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Early Childhood Education Apprenticeships: Overview

Early childhood education apprenticeship programs provide an accessible way for educators to acquire the knowledge and skills they need, along a pathway to the credential or degree needed to advance their career.

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NIEER’s Annual Report Shows Uneven Progress for State Preschool

The National Institute for Early Education Research (NIEER) recently released the 2023 State of the Preschool Yearbook, their annual report detailing state preschool policies. This edition provides comprehensive data on …

PDG B-5: The Program Overview

The Preschool Development Grant Birth through Five (PDG B-5) program is a $315 million competitive federal grant designed to improve states’ early childhood systems by building upon existing federal, state …

MIECHV: Overview

The Maternal, Infant, and Early Childhood Home Visiting (MIECHV) program provides federal funds to states, territories, and tribal entities for voluntary, evidence-based home visiting services. 

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Early Childhood Education and Care Flexible Initiatives Trial Round 2

Key information

• Status: Open
• Grant amount: Variable from a total pool of $20 million
• Application opened: 30 April 2024
• Application closes: 2 July 2024, 7:00 pm

Program objective

The Early Childhood Education and Care (ECEC) Flexible Initiatives Trial is the first grant program available under the Childcare and Economic Opportunity Fund.

The ECEC Flexible Initiatives Trial aims to make early childhood education and care services more accessible and flexible for families in NSW.

The trial will support ECEC services to trial new or adapted flexible operating models that meet the local needs of children and families, thereby increasing accessibility to available ECEC places.

The trial also focuses on supporting ECEC educators and gathering evidence for future improvements.

The objectives are to:

• increase accessibility of ECEC for families who need more flexible options, including an increase in the number of available places.
• increase participation, particularly of women, in work and/or study, which is enabled by increased access to ECEC services.
• increase service providers’ knowledge of local flexibility needs and their capacity to meet those needs.
• provide appropriate support and working conditions for educators delivering flexible models.
• develop an evidence base for successful flexible models to inform future program development.

Refer to the program guidelines .

This program is funded by the Childcare and Economic Opportunity Fund.

This program is administered by Department of Education.

Eligibility

Who can apply.

To be eligible for the ECEC Flexible Initiatives Trial, an applicant must meet all of the following criteria:

• community preschool (centre-based)
• mobile preschool
• long day care
• family day care
• occasional care
• before and after school care.
• The proposed initiative must provide education and care to children within the 0-6 year old age group.
• The applicant must be registered, or be willing to register, with the Department of Education’s  Early Childhood Contract Management System (ECCMS) , and/or any other systems implemented by the department for contract management. 
• The applicant must agree to comply with the funding agreement terms and conditions of the ECEC Flexible Initiatives Trial.
• The proposed initiative must be beyond the service’s normal, core, existing or ongoing activities.
• In limited circumstances, applications from services who are rated Working Towards or are awaiting assessment and rating may be considered.
• Approved providers seeking to establish a new family day care service must hold a quality rating and compliance history of at least Meeting the National Standard for a service in NSW.

Types of projects funded under this grant

Funding is offered in the following streams:

• Stream 1A  smaller-scale operational changes within a single provider and service type. 
• Stream 1B  the establishment of new family day care services in outer regional, remote and very remote areas (according to  ARIA+  classification).
• Stream 2  collaboration between 2 established approved services of differing service types working together to implement or extend flexible practices or models.

Applicants may apply for funding for more than one proposed initiative. If you intend to submit more than 1 application, you must contact the department on  [email protected]  before submitting multiple applications.

Applicants will be responsible for seeking any regulatory and/or council approvals required to undertake the proposed initiative. Applying for the ECEC Flexible Initiatives Trial does not guarantee any approvals from the regulatory authority and/or the local council.

As the Flexible Initiatives Trial is a test and trial program, funding will be provided for a 12-month period, or as otherwise specified in individual Funding Agreement.

For further information, see the  program guidelines .

Types of projects not funded under this grant

ECEC Flexible Initiatives Trial funding cannot be used for:

• services located outside NSW
• activities that do not align with the program objectives
• activities that do not meet the requirements outlined in the program guidelines
• activities that do not meet the assessment criteria
• initiatives that have, at the time of assessment of the application, been completed (that is, retrospective funding)
• activities already funded through another source (that is, where another grant is funding the same elements)
• any activities in contravention of the funding agreement (which will be signed by successful services).

Review the  program guidelines  for what can or cannot be funded.

Example projects

Stream 1A - Flexible service delivery

Eligible initiatives include smaller-scale adjustments to an existing service’s operating model such as:

• extending hours of operation beyond current operating hours
• providing flexible pick-up and drop-off times
• giving families the ability to make irregular care arrangements
• increasing available or licensed places
• or any other initiatives that meet the guidelines.

Stream 1B - Establishing a new family day care

Establishment of new family day care service in outer regional, remote or very remote areas ( ARIA+  classification), facilitated by a qualified educator under an existing approved provider. 

Stream 2 – Blended service delivery  

Partnership between two different service types working together to provide extended or wraparound care outside of core ECEC hours. 

Examples of what may be funded include:

• Staffing and recruitment costs
• Operating expenses 
• Regulatory authority or local council fees
• Transportation costs
• Minor capital works (limits apply)

Refer to what can or cannot be funded in the  program guidelines  for further information.

What your application needs to include

Prepare your application with this checklist.

Download the 'Application Checklist' to prepare and confirm you have all the required information to fill the application form in SmartyGrants and follow the ‘ Steps to Apply ’ in the program guidelines.

• Read through the checklist to learn more about the questions you will need to answer in the application from. Prepare your responses in a Word document so you can easily edit before copy-pasting into the application form in SmartyGrants. 
• The word count in the application form is a guide to help you prepare your responses.
• Gather all your evidence in a separate folder or location on your computer, so you can access it easily when uploading to the application form in SmartyGrants. 

Your application must include: 

• Evidence that you meet the eligibility criteria.
• Clear outline of what your flexible proposal is and how it will meet local community need.
• Responses to each assessment criteria.
• Baseline data relevant to the proposed initiative (may include enrolment numbers, session times, operating hours, fees charged).
• An itemised project budget and relevant evidence including quotes to support the application for funding.
• A projected timeline with milestones of your proposed initiative. 

Address the eligibility criteria

Each applicant, as part of an application response, must confirm that they meet the eligibility criteria.

Applicants that do not address the eligibility criteria in full may be excluded from the application process at the department's discretion.

Address the assessment criteria

Eligible applications will be evaluated by the assessment panel against the following weighted criteria:

• Alignment with one or more  objectives  of the ECEC Flexible Initiatives Trial.
• Provision of quantitative and/or qualitative evidence of a local need for more flexible ECEC, and a clear explanation of how the proposed activities will meet this need.
• Demonstration that the initiative is innovative in testing and trialling a flexible model of delivering an ECEC service.
• Demonstration that the needs of the child, maintenance of quality care and staff wellbeing have been considered in delivery of proposed activities.
• Clear explanation as to how services intend to sustain or cease their program activities beyond the funded period, with consideration to participating children and families.
• The extent to which the application demonstrates that the proposed activities will be accessible to all children and families of the service’s local community.
• Demonstration that the proposed initiative represents value for money, including reasonable costs to families. Allowances will be made for the greater costs incurred by services located in rural and remote areas.
• Clear explanation of how services will evaluate or determine the success of their trial program.

These assessment criteria are listed in order of importance and reflective of the weighting applied by the assessment methodology.

Applicants will receive additional weighting towards their application in the assessment process for:

• Services located in a geographic area (Statistical Area Level 1-2) with  SEIFA Decile of 1 and 2 (ranking within NSW) on the Index of Relative Socio-Economic Disadvantage 2021.
• Services operating in outer regional, remote, and very remote areas according to  ARIA+ classification.
• Multifunctional Aboriginal Children’s Services, Aboriginal Controlled Children’s Services, and Aboriginal Child and Family Centres operating a service listed in  eligibility criteria.
• Services submitting Stream 2 applications.

Start the application

Applications must be submitted via the SmartyGrants website by an Approved Provider or authorised officer of an eligible ECEC service.

• You are strongly encouraged to download the ‘Application checklist’ and the templates in the ‘Additional Support’ section to help you prepare.
• You can also view the complete  program guidelines  on the NSW Department of Education website.

To be considered for funding, you must complete all sections and submit the online application form.

You can save your application as a draft and save changes at any time until you submit.

• If you are a new applicant, you will need to register before you log in.
• You will need to provide your name, email address and create a password.
• You can also use an existing Facebook, Twitter or Google account to register.

After the application is submitted

Successful applications will be decided by: the Childcare and Economic Opportunity Fund Board

Applications will be reviewed to ensure they meet eligibility criteria and comply with the program guidelines before being assessed by an assessment panel in the NSW Department of Education.

During the assessment process, additional information may be requested from applicants and other NSW Government agencies or other third parties, such as probity advisors, to assist in assessing applications. 

The Childcare and Economic Opportunity Fund Board will make the final decision on all applications.

It is important to note that submitting an application does not guarantee funding.

Support and contact

For questions relating to the Flexible Initiative Trial program, contact:

• Early Childhood Education Funding team on  [email protected] .

For advice relating to regulatory and/or compliance and/or service ratings, contact: 

• Early Childhood Education Information and Enquiries team on 1800 619 113. 

For help with the online application system, contact:

• Smarty Grants Support Desk03 3920 6888 between 9am and 5pm, Monday to Friday or email [email protected] .

Early education programs can play crucial roles for Delaware's 2-year-olds

3-minute read.

The early years of a child’s life are not just formative; they are foundational. A baby is born ready to learn. And like a sponge, an infant can absorb information at an astonishing rate. In fact, when a child reaches age 3, their brain is 85% developed. This is why early education, for children as young as age 2, can be so beneficial.

While the term “day care” is a term that some may feel denotes an inferior group setting for young children, it’s time we recognize the profound role these programs play in shaping a child’s cognitive, social, and emotional development. According to the National Center for Education Statistics, children under the age of 3 spend nearly 30 hours per week in early childhood group settings. The COVID-19 pandemic taught us that while preschool can also serve as child care, it is not an either/or solution. Rather, high-quality group settings provide early childhood education along with child care for parents in need.

Born ready to learn

Babies are active learners from the moment they are born. Every interaction can capture and influence their innate curiosity and incredible capacity to learn. This early stage of life is crucial, laying the foundation for all future learning and development.

As babies become toddlers, you may notice they mimic things you do, from sounds to movements. That’s because children learn best and retain the most when they are engaged in hands-on, interactive activities that allow them to explore, experiment and discover. Whether it’s playing with blocks, engaging in imaginative play, or participating in sensory activities, these experiences help children make connections, understand the world around them and foster creativity.

Shifting the perception

A shift to the terms “preschool” or “early education” doesn’t mean rigid academics or sitting behind a desk. For toddlers, play is learning, and its importance in early childhood education cannot be overstated. Play is the vehicle through which young children develop essential problem-solving, communication, and cooperation skills. Play also builds the stamina needed for the eventual structured learning environment, helping children develop the focus, attention span, self-regulation skills and stability required for academic success.

Early education programs designed for 2-year-olds offer a multitude of benefits, from promoting cognitive and social development to fostering resilience and adaptability. By recognizing the inherent potential of young children and providing them with the support, resources and opportunities they need to thrive, we are not only investing in their future but also building a stronger, more resilient society. Let’s seize this opportunity to prioritize early education and give our children the best possible start in life.

Adrienne Meade is an educator and the head of Early Childhood at The Tatnall School, an independent coeducational preparatory primary school in Wilmington, serving students aged 2 through grade 12. In the 2024-25 school year, Tatnall’s Early Childhood will include a program for 2-year-olds.

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Earn your Early Childhood: PK-3 Teaching Certificate and a Master's Degree in Only 37 Credit Hours

Are you looking to pursue a career in early childhood education? The Master of Arts in Teaching with Early Childhood: PK - 3 Certification program may be just what you need to achieve your career goals. This program is designed for individuals who hold a baccalaureate degree and have a passion for teaching young children and making a positive impact in their lives, families, and communities.  With a rigorous curriculum that meets all standards of the National Association for the Education of Young Children (NAEYC), our program will equip you with the knowledge, skills, and attitudes you need to succeed as an early childhood educator. You will learn best practices for working with children from birth to eight years of age, and you will have the opportunity to gain hands-on experience through a practicum.  Upon program completion, you will be eligible for Texas initial teacher certification in grades PK-3. You will also meet the requirements to become a "highly qualified" educator. The program requires 28 credits for certification and 9 more to complete the M.A.T. degree, making 36 credits. Enroll in our Master of Arts in Teaching with Early Childhood: PK - 3 Certification program today and take the first step towards a rewarding career in early childhood education. Request Info How to Apply Visit

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UHCL’s College of Education would love to have you join us. Find out today what it takes to apply.

• Teaching M.A.T.

Standard Graduate Admission Deadline

• Application A standard university application is required.
• GPA of 3.000 or better either over last 60 hours or overall.
• If GPA is above 2.750 but below 3.000, applicant must take the GRE or MAT and meet the following minimum scores: GRE: combined 294 on the verbal and quantitative sections and 3.5 on the analytical writing. MAT: 390
• A passing score on the content state assessment (TExES) associated with the target teacher certification. Must take content state assessment as a Pre-Admission Content Test (PACT)

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Ready to learn about the classes you need to take to earn your degree from the College of Education at University of Houston-Clear Lake? Find out all you need to know about the required course work, complete with options for electives.

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• Spring New Degree-Seeking Students - January 5 Returning UHCL Students - January 15
• Summer New Degree-Seeking Students - May 1 Returning UHCL Students - May 25

Please note, some graduate programs have special deadlines and requirements. For more information, go to How to Apply as a Graduate Student . The online application is scheduled to close for Graduate students after the Formal UHCL Student deadline of each semester.

Applying After the Priority Deadline

New, non-degree seeking, and returning UHCL students applying after the deadlines above may be considered for admission on a case-by-case basis. Please contact the appropriate graduate enrollment counselor for more information. A $50.00 Late Registration Fee or $50.00 Late Payment may apply.

Review the UHCL Academic Calendar for registration and payment dates and deadlines.

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Teaching M.A.T. with Early Childhood: PK-3 Certification Faculty

Suzanne Brown

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Takisha Bolden-Gastile

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Kent Divoll

Doctoral Program Director and Associate Professor of Curriculum and Instruction, Education

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Debra Shulsky

Program Director and Associate Professor of Curriculum and Instruction, Education

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Carol Waters

Assistant Professor, STEM, Education

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Omah M. Williams-Duncan

Associate Professor of Teacher Education - STEM Emphasis, Education

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40 Facts About Elektrostal

Written by Lanette Mayes

Modified & Updated: 02 Mar 2024

Reviewed by Jessica Corbett

Elektrostal is a vibrant city located in the Moscow Oblast region of Russia. With a rich history, stunning architecture, and a thriving community, Elektrostal is a city that has much to offer. Whether you are a history buff, nature enthusiast, or simply curious about different cultures, Elektrostal is sure to captivate you.

This article will provide you with 40 fascinating facts about Elektrostal, giving you a better understanding of why this city is worth exploring. From its origins as an industrial hub to its modern-day charm, we will delve into the various aspects that make Elektrostal a unique and must-visit destination.

So, join us as we uncover the hidden treasures of Elektrostal and discover what makes this city a true gem in the heart of Russia.

Key Takeaways:

• Elektrostal, known as the “Motor City of Russia,” is a vibrant and growing city with a rich industrial history, offering diverse cultural experiences and a strong commitment to environmental sustainability.
• With its convenient location near Moscow, Elektrostal provides a picturesque landscape, vibrant nightlife, and a range of recreational activities, making it an ideal destination for residents and visitors alike.

Known as the “Motor City of Russia.”

Elektrostal, a city located in the Moscow Oblast region of Russia, earned the nickname “Motor City” due to its significant involvement in the automotive industry.

Home to the Elektrostal Metallurgical Plant.

Elektrostal is renowned for its metallurgical plant, which has been producing high-quality steel and alloys since its establishment in 1916.

Boasts a rich industrial heritage.

Elektrostal has a long history of industrial development, contributing to the growth and progress of the region.

Founded in 1916.

The city of Elektrostal was founded in 1916 as a result of the construction of the Elektrostal Metallurgical Plant.

Located approximately 50 kilometers east of Moscow.

Elektrostal is situated in close proximity to the Russian capital, making it easily accessible for both residents and visitors.

Known for its vibrant cultural scene.

Elektrostal is home to several cultural institutions, including museums, theaters, and art galleries that showcase the city’s rich artistic heritage.

A popular destination for nature lovers.

Surrounded by picturesque landscapes and forests, Elektrostal offers ample opportunities for outdoor activities such as hiking, camping, and birdwatching.

Hosts the annual Elektrostal City Day celebrations.

Every year, Elektrostal organizes festive events and activities to celebrate its founding, bringing together residents and visitors in a spirit of unity and joy.

Has a population of approximately 160,000 people.

Elektrostal is home to a diverse and vibrant community of around 160,000 residents, contributing to its dynamic atmosphere.

Boasts excellent education facilities.

The city is known for its well-established educational institutions, providing quality education to students of all ages.

A center for scientific research and innovation.

Elektrostal serves as an important hub for scientific research, particularly in the fields of metallurgy, materials science, and engineering.

Surrounded by picturesque lakes.

The city is blessed with numerous beautiful lakes, offering scenic views and recreational opportunities for locals and visitors alike.

Well-connected transportation system.

Elektrostal benefits from an efficient transportation network, including highways, railways, and public transportation options, ensuring convenient travel within and beyond the city.

Famous for its traditional Russian cuisine.

Food enthusiasts can indulge in authentic Russian dishes at numerous restaurants and cafes scattered throughout Elektrostal.

Home to notable architectural landmarks.

Elektrostal boasts impressive architecture, including the Church of the Transfiguration of the Lord and the Elektrostal Palace of Culture.

Offers a wide range of recreational facilities.

Residents and visitors can enjoy various recreational activities, such as sports complexes, swimming pools, and fitness centers, enhancing the overall quality of life.

Provides a high standard of healthcare.

Elektrostal is equipped with modern medical facilities, ensuring residents have access to quality healthcare services.

Home to the Elektrostal History Museum.

The Elektrostal History Museum showcases the city’s fascinating past through exhibitions and displays.

A hub for sports enthusiasts.

Elektrostal is passionate about sports, with numerous stadiums, arenas, and sports clubs offering opportunities for athletes and spectators.

Celebrates diverse cultural festivals.

Throughout the year, Elektrostal hosts a variety of cultural festivals, celebrating different ethnicities, traditions, and art forms.

Electric power played a significant role in its early development.

Elektrostal owes its name and initial growth to the establishment of electric power stations and the utilization of electricity in the industrial sector.

Boasts a thriving economy.

The city’s strong industrial base, coupled with its strategic location near Moscow, has contributed to Elektrostal’s prosperous economic status.

Houses the Elektrostal Drama Theater.

The Elektrostal Drama Theater is a cultural centerpiece, attracting theater enthusiasts from far and wide.

Popular destination for winter sports.

Elektrostal’s proximity to ski resorts and winter sport facilities makes it a favorite destination for skiing, snowboarding, and other winter activities.

Promotes environmental sustainability.

Elektrostal prioritizes environmental protection and sustainability, implementing initiatives to reduce pollution and preserve natural resources.

Home to renowned educational institutions.

Elektrostal is known for its prestigious schools and universities, offering a wide range of academic programs to students.

Committed to cultural preservation.

The city values its cultural heritage and takes active steps to preserve and promote traditional customs, crafts, and arts.

Hosts an annual International Film Festival.

The Elektrostal International Film Festival attracts filmmakers and cinema enthusiasts from around the world, showcasing a diverse range of films.

Encourages entrepreneurship and innovation.

Elektrostal supports aspiring entrepreneurs and fosters a culture of innovation, providing opportunities for startups and business development.

Offers a range of housing options.

Elektrostal provides diverse housing options, including apartments, houses, and residential complexes, catering to different lifestyles and budgets.

Home to notable sports teams.

Elektrostal is proud of its sports legacy, with several successful sports teams competing at regional and national levels.

Boasts a vibrant nightlife scene.

Residents and visitors can enjoy a lively nightlife in Elektrostal, with numerous bars, clubs, and entertainment venues.

Promotes cultural exchange and international relations.

Elektrostal actively engages in international partnerships, cultural exchanges, and diplomatic collaborations to foster global connections.

Surrounded by beautiful nature reserves.

Nearby nature reserves, such as the Barybino Forest and Luchinskoye Lake, offer opportunities for nature enthusiasts to explore and appreciate the region’s biodiversity.

Commemorates historical events.

The city pays tribute to significant historical events through memorials, monuments, and exhibitions, ensuring the preservation of collective memory.

Promotes sports and youth development.

Elektrostal invests in sports infrastructure and programs to encourage youth participation, health, and physical fitness.

Hosts annual cultural and artistic festivals.

Throughout the year, Elektrostal celebrates its cultural diversity through festivals dedicated to music, dance, art, and theater.

Provides a picturesque landscape for photography enthusiasts.

The city’s scenic beauty, architectural landmarks, and natural surroundings make it a paradise for photographers.

Connects to Moscow via a direct train line.

The convenient train connection between Elektrostal and Moscow makes commuting between the two cities effortless.

A city with a bright future.

Elektrostal continues to grow and develop, aiming to become a model city in terms of infrastructure, sustainability, and quality of life for its residents.

In conclusion, Elektrostal is a fascinating city with a rich history and a vibrant present. From its origins as a center of steel production to its modern-day status as a hub for education and industry, Elektrostal has plenty to offer both residents and visitors. With its beautiful parks, cultural attractions, and proximity to Moscow, there is no shortage of things to see and do in this dynamic city. Whether you’re interested in exploring its historical landmarks, enjoying outdoor activities, or immersing yourself in the local culture, Elektrostal has something for everyone. So, next time you find yourself in the Moscow region, don’t miss the opportunity to discover the hidden gems of Elektrostal.

Q: What is the population of Elektrostal?

A: As of the latest data, the population of Elektrostal is approximately XXXX.

Q: How far is Elektrostal from Moscow?

A: Elektrostal is located approximately XX kilometers away from Moscow.

Q: Are there any famous landmarks in Elektrostal?

A: Yes, Elektrostal is home to several notable landmarks, including XXXX and XXXX.

Q: What industries are prominent in Elektrostal?

A: Elektrostal is known for its steel production industry and is also a center for engineering and manufacturing.

Q: Are there any universities or educational institutions in Elektrostal?

A: Yes, Elektrostal is home to XXXX University and several other educational institutions.

Q: What are some popular outdoor activities in Elektrostal?

A: Elektrostal offers several outdoor activities, such as hiking, cycling, and picnicking in its beautiful parks.

Q: Is Elektrostal well-connected in terms of transportation?

A: Yes, Elektrostal has good transportation links, including trains and buses, making it easily accessible from nearby cities.

Q: Are there any annual events or festivals in Elektrostal?

A: Yes, Elektrostal hosts various events and festivals throughout the year, including XXXX and XXXX.

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