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Mathematics and Science in Preschool: Policy and Practice

by Kimberly Brenneman, Judi Stevenson-Boyd and Ellen C. Frede

Introduction

Improving mathematics and science learning is of great concern to educators and

policymakers. Because early experiences affect later education outcomes, providing

young children with research-based mathematics and science learning opportunities is

likely to pay off with increased achievement, literacy, and work skills in these critical

areas. 1 This report addresses the development of mathematics and science understanding

in preschool children, reviews the current knowledge base on educational practices in

these domains, identifies areas that require further study, and outlines recommendations

for early education policy in mathematics and science.

What We Know:

• Young children have foundational competence in mathematics and science before

they begin formal schooling.

• Children are motivated to explore mathematical and scientific concepts they

encounter in their everyday interactions with the world.

• Comprehensive curricula are strengthening their offerings, and subject-specific

programs are emerging. Almost every state has developed mathematics and

science learning expectations or standards for preschoolers.

• Despite the existence of learning standards and increased curricular attention to

mathematics and science, they tend not to be emphasized by teacher preparation

or in-service professional development programs and evidence suggests that

preschool educators tend not to support mathematics and science learning.

• In general, little is known about effective teaching of mathematics in preschool

and even less is known about science.

Policy Recommendations:

• Mathematics and science should be treated as essential components of a

comprehensive, high-quality preschool program, not as extras.

• Policymakers must be certain that curricula, learning standards, and teaching

expectations for early mathematics and science are research based and must

outline expectations that are attainable and appropriate for preschool learners.

• Early education policies should define mathematics as more than counting and

number, and science should be treated as more than learning lists of facts.

• Pre-service and in-service educators need improved preparation to understand

math and science content and to provide experiences integrating this content into

their teaching practice.

• Appropriate accountability systems that focus on the classroom, the teacher, and

the child must be built to support high-quality early mathematics and science

education.

• Mathematics and science learning should be integrated with each other and with

other content domains.

1. Foundational Competence in Mathematics and Science

Very young children demonstrate a natural interest in exploring “everyday”

mathematical and scientific concepts. They count steps as they walk up stairs, create

patterns with different colored materials, build towers with blocks, and comment that one

tower is taller than the other.2 They question where cow babies come from, observe that
 3

people have different color eyes, and generate explanations for this difference.3 These

early explorations and engagement in associated thinking processes serve as foundations

for learning as children continue toward more formal understandings. Although mature

understanding of mathematical and scientific concepts requires further cognitive

development, teachers and parents can support learning by encouraging preschoolers to

reason mathematically and scientifically, to explore concepts in these domains, and to

explain their thinking as they do so.

1a. Early Mathematics Competence

When they consider mathematics in preschool, many people (and many preschool

teachers) think of learning to count and identify numbers, but young children also possess

considerable competence in numerical operations, geometry and spatial relations,

measurement, algebraic thinking, and data analysis.

Most preschoolers count verbally, which serves as an explicit sign to adults of the

child’s burgeoning number skills. However, research suggests that children have a basic

understanding of one-to-one correspondence even before they can enumerate a set of

objects verbally. Without counting, they can match up two sets of items or point to items

in a collection, labeling each with a number, even if it is not the correct number.

Evidence also suggests that they can make a matching collection for one that is not

visible but is mentally represented. For example, a toddler who retrieves two dog treats

for two pets in another room is saying, in effect, “This [one] is for [the first dog], and this

[one] is for [the second dog].”4 Such intuitive understandings and everyday applications

of knowledge may help lay the groundwork for later understandings of numerical

equivalence and operations, such as addition and subtraction.

Young children also enjoy exploring spatial positions and relationships and

properties of geometric shapes.5 Understanding how one’s body moves in space and

learning how to manipulate objects and shapes in space are important cognitive

developments. Preschoolers learn about spatial relationships and shapes by moving

through their classroom and outdoor spaces and by manipulating toys such as puzzles and

two- and three-dimensional shapes. They also demonstrate emerging awareness of

measurement, long before they know how to use standard measurement tools, when they

begin to notice differences in the height, weight, and length of various objects.

Along with curriculum focal points on number and operations, geometry, and

measurement, the National Council of Teachers of Mathematics (NCTM)6 also identifies

algebra and data analysis as important, connected content areas. NCTM7 defines algebra

simply as a way of thinking and reasoning about relationships. This means that children

as young as 3 or 4 years old begin to think algebraically by manipulating pattern blocks,

making their own patterns, arranging objects according to a rule, or calling attention to

patterns they observe in the environment.8 The object attributes that children attend to, as

part of their emerging geometry and measurement skills, are foundational for data

analysis as well.9 Children’s propensity to collect and sort items by their attributes is a

key component of the ability to represent, analyze, and interpret mathematical data.10

1b. Early Science Competence

Children entering kindergarten already have a great deal of knowledge about the

natural world, including understandings of cause and effect; some of the differences

between animate and inanimate objects; ways in which people’s beliefs, goals, and

desires affect behavior; and substances and their properties. These knowledge domains
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include concepts related to physics, biology, psychology, and chemistry (see Duschl,

Schweingruber, & Shouse, 2006, for a review).11

Consider, for example, young children's understandings of animals and plants.

Preschoolers know quite a bit about the differences between animate and inanimate

objects and the kinds of changes and states they take.12 When shown photographs of

novel objects, they accurately predict that animates can move by themselves but

inanimates cannot13 and that the insides of an unfamiliar machine are different from those

of an unfamiliar animal.14 Young children distinguish between living and non-living

things on a number of critical features. They seem aware that animals and plants can

grow and heal but that artifacts cannot, and they understand some aspects of the life cycle

of plants and animals.15 Preschoolers can also correctly name germs as causes of illness,

and know that germs can transmit disease through physical contact, even though germs

are invisible.16 With educational intervention, they can form a beginning notion of genes

and inheritance.17

The foregoing examples illustrate that preschool children can think abstractly

about various scientific concepts. They also possess dispositions and thinking skills that

support later, more sophisticated, scientific reasoning. For example, preschoolers are

motivated to clarify ambiguous evidence. When they play with a jack-in-the-box-type

toy, and the mechanism that causes the doll to spring from the box is clear, children stop

playing with the jack-in-the-box as soon as a new toy is presented. When it is unclear

exactly how the first toy works, they continue to explore it, even when a new toy is

available.18 Children also persist in asking information-seeking questions of adults until

they are given a satisfactory response.19 In addition to being motivated to understand,

young children show specific scientific reasoning skills. Older preschoolers are able to

interpret simple data patterns and show some understanding of how different patterns

support different conclusions.20 Often, though, children this age use sophisticated

reasoning without being aware that they are doing so and without being able to describe

their reasoning.21 Like all learners, children’s use of logical thinking is constrained by

their knowledge of, and experience with, the conceptual domain they are reasoning about;

whether the problem being posed makes sense to them; and whether they are comfortable

in the assessment situation.

2. School Readiness and Achievement

Children have very positive attitudes toward mathematics and science during the

preschool years, and opportunities to use mathematics and logical thinking to solve

problems help children develop dispositions such as curiosity, imagination, flexibility,

inventiveness, and persistence. These positive attitudes toward learning contribute to

future success in and out of school and should be preserved by providing appropriate

materials and instruction in the preschool years.22

Supporting children’s early mathematical thinking has implications for school

readiness which, in turn, impacts later achievement. A recent analysis of the links

between school readiness indicators and school achievement in six large-scale studies

revealed a strong correlation between mathematics skills at school entry and later

mathematics and reading achievement.23

The research base in early mathematics and science can be leveraged to design

appropriate learning experiences, build further understandings, and prepare children for

the mathematics and science they will encounter in school. However, work remains to
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describe the course of development in these domains, to understand the ways

development can best be supported for diverse learners, and to identify the links between

early knowledge and skills and later school achievement. The importance of identifying

learning trajectories or pathways in math and science domains has been acknowledged in

the current educational literature,24 and progress is being made, especially in the field of

mathematics (e.g., Clements & Sarama, 2004).25

3. Connections among Literacy, Mathematics, and Science

As researchers continue to explore the importance of specific science and math

experiences and skills for school readiness and later achievement, we already know that

early math and science experiences matter because they can support language and

literacy development, independent of any effect on later math and science achievement.

Science and math interactions support vocabulary development by exposing

children to a variety of new words in meaningful contexts. The practices of math and

science are described using verbs such as observe, predict, estimate, sort, experiment, and

so on. As children engage in these practices, they learn new nouns to label what they are

observing—chrysalis, roots, seed pods, parallelogram—and use adjectives to describe

attributes—sticky, dirty, roundish, pointy, more than, and less than. Research suggests

that exposure to uncommon vocabulary words predicts vocabulary development, which

predicts reading achievement26and that participation in sustained science experiences

results in vocabulary gains for preschoolers.27

Conversations about objects that are not present or events in the past or future

support the development of abstract reasoning and are related to literacy skills.28 Such

conversations often occur in the context of a science activity when children make
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predictions and plan explorations.29 Children who are asked, “What should we do to find

out?” must use language to describe a plan for the future. When they are asked, “What

will happen if…?” or “Why do you think seeds need water to sprout?,” they are required

to reason and talk about objects, events, and changes that they have not yet experienced.30

Similarly, explaining results and their causes supports the use of complex grammatical

structures such as embedded clauses and prepositional phrases. Children’s growing

science content knowledge and their developing language skills mutually reinforce each

other.31 Encouraging children to talk about their observations, thoughts, and reasoning as

part of mathematical and scientific play helps them develop not just their facility with the

language of mathematics, but also more general communication skills and their

awareness of their own thinking.32

Math and science explorations can be used to support literacy development. The

content of fiction and nonfiction books can be scientific or mathematical and can serve as

the basis for extended conversations between children and adults around key science and

math content and ideas.33 When teachers create science charts to record children’s

observations, predictions, and explanations of results, they illustrate the links between

spoken and written language and support growing print concepts. Producing simple

graphs, recording numerical data on charts, and documenting how math problems were

solved encourages children to use numerals or other symbols that represent number.

Science journals can also be successfully incorporated into preschool activities as tools

for supporting the growth of both science and literacy skills. A rich language interaction

occurs as children watch their ideas and words translated into print as a teacher

transcribes what children have to say about their entry. Recording in journals also
 9

provides opportunities for children to practice their own growing printing and spelling

skills.34

Critical Issues

Basic research has identified mathematics and science competencies in young

children. For mathematics especially, we have evidence that early skills are associated

with positive school achievement in both mathematics and literacy. The case for early

science is less well developed, in part because the particular thinking skills associated

with science can be applied to just about any content, making it less clear which skills

and content are uniquely scientific.35 Nevertheless, science joins mathematics and

literacy as a domain that early education experts and policymakers believe is foundational

for future learning. Further issues addressed in this brief include: 1) the development of

comprehensive early learning standards; 2) the development of appropriate and effective

curricula; 3) issues of accountability and assessment; 4) teacher preparation and

professional development; and 5) home-school connections.

1. Early Learning Standards

In 2002, the National Association for the Education of Young Children (NAEYC)

and NCTM issued a joint statement to “affirm that high-quality, challenging, and

accessible mathematics education for 3- to 6-year-old children is a vital foundation for

future mathematics learning.”36 The document outlines recommendations for educational

professionals who teach young children and describes ways in which institutions,

curriculum developers, and policymakers can support quality mathematics in preschool

classrooms. Many of these recommendations are incorporated into this brief. At this

time, parallel documents have not been developed for early science education.37 Head
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Start also includes math and science among the eight developmental domains in their

Child Outcomes Framework.38 Further, the 2007 reauthorization of the Head Start Act39

adds mathematics, science, and approaches to learning as areas that teachers should

include in classroom learning experiences to improve school readiness.

Most U.S. states have developed and published at least one set of early learning

standards and/or learning expectations that describe what children should know and be

able to do when they enter kindergarten. Used as intended, these standards can support

teaching and learning by providing a comprehensive description of the knowledge and

skills children should have, guidance to administrators and teachers as they design or

choose curricular experiences for young learners, and benchmarks for educators to assess

the quality of their offerings. Standards can also support continuity between the skills

children attain during preschool and the ones they will need to succeed in school.40

Experts in early mathematics agree that standards should be research based and

should focus on “big” ideas, including numbers and operations, geometry and spatial

relations, and algebraic thinking/problem solving.41 Current standards tend to include

numbers, operations, and geometry and spatial relations, but the specific indicators or

goals for these topics vary greatly from state to state. Algebraic thinking and data

analysis are less likely to be addressed by standards.42 To our knowledge no analysis of

science standards has been published, but expectations for science are included in most

state learning outcomes. At the K-8 level, science educators and policymakers are calling

for learning expectations that focus on the big ideas of science;43 this is also a reasonable

goal for preschool expectations. However, until research identifies the key science

process skills and content that predict improved school readiness and outcomes, it is
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likely that the specific performance indicators will continue to be inconsistent from state

to state.

2. Curriculum and Classroom Practices: More Than Counting on the Calendar and

Describing the Weather

A quality curriculum supports skills that relate to later achievement. For

mathematics, it provides experiences that not only encourage thinking and reasoning

about numbers but support investigations into size, quantity, properties of objects,

patterns, space, and measurement. Preschoolers learn mathematics through concrete

experiences with materials and through intentional interactions by their teachers to extend

their thinking.44 In most high-quality preschool programs, mathematical thinking and

reasoning are encouraged as children engage in activities such as counting, measuring,

constructing with blocks, playing board and card games, and engaging in dramatic play,

music, and art.45 By providing children with an environment that is mathematically rich,

teachers lay the foundation for their students' future success at learning school

mathematics.46 Similarly, a quality preschool environment supports children as they

learn key content and practices of science by providing opportunities to observe, explore,

experiment with, question, and discuss a range of scientific phenomena.47 Children learn

when questions and reasoning are encouraged when they explore the world around them.

By providing these opportunities, teachers help children hone their thinking skills and to

clarify their informal ideas about science.48

Mathematics and science are part of many widely used, comprehensive curricula.

A number of curricula are strengthening their offerings in these domains. HighScope has

developed Numbers Plus, which is aligned with NCTM standards and focuses on number,
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operations, geometry, measurement, algebra, and data analysis.49 Key developmental

indicators and instructional strategies for science and technology are included in the

HighScope comprehensive preschool curriculum.50 The developers of the Creative

Curriculum recently published an extensive mathematics supplement and math kits to

support instruction in number, geometry, data, patterns, and measurement,51 and they also

have augmented science (and social studies) offerings with Study Starters. These

volumes are guides for teachers designed to help them identify children’s questions and

ideas and to build learning experiences around them.

Curriculum developers should be cognizant of the ways in which math and

science (as well as other domains) are mutually supporting. Teachers who design and

implement classroom experiences should integrate mathematics and science with each

other and with other activities. Learning experiences that cut across curricular areas are

important for children’s conceptual development but are also practically important as

teachers design activities to support multiple learning goals in a very full curriculum.52

In addition to integrated curricula, "layover" programs that focus on preschool

mathematics and science exist, although many have not been evaluated empirically.53 A

recent special issue of Early Childhood Research Quarterly54 featured a number of these

approaches to mathematics and science learning. Although the programs vary in the

extent to which they have been studied empirically, each is based on the research

literature on young children's learning. Further, most have been used with learners from

low-income populations. Identifying learning supports for these children who often

arrive at school behind their more affluent peers in mathematics understanding is

critical.55
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Despite the existence of standards and some curricular supports for incorporating

math and science into early education, very few math and science experiences are

available in classrooms56 and what little does occur is rarely of high quality.57 Even when

preschool teachers agree that mathematics is important and believe that they are exposing

children to mathematical discussions, classroom observations reveal that very little

mathematical content is being presented. In 12 hours of observation, Graham and

colleagues58 report just three examples of planned math activities and only 12 examples

of spontaneous discussion. Rudd and her collaborators59 saw no examples of planned

mathematics activities in 40 hours of observation, and teachers’ spontaneous

mathematical utterances overwhelmingly involved counting or discussion of spatial

concepts (over, under, inside) rather than operations, patterns, or even shape concepts.

For science, teachers spend little time engaged in either planned or spontaneous science-

relevant activities60and the science area is one of the least likely centers to be visited by

teachers during children’s free choice time.61

3. Accountability and Assessment

As the number of children enrolled in preschool programs increases, so will the

need for valid and reliable ways to assess programs’ effectiveness for enhancing student

learning.62 In the upper grades, group-administered testing is the norm; however, this is

not recommended, nor perhaps even possible, with preliterate, preschool children.63 One

move has been to develop performance-based assessment tools that rely on systematic

teacher observation and documentation of children’s ongoing behavior and samples of

children’s work using a standard checklist or scale.64 In addition to performance-based

assessment tools, a number of individually administered early childhood mathematics

assessments exist or are being developed. These include the Child Math Assessment

(CMA),65 the Early Mathematics Assessment System (EMAS),66 and the Research-Based

Early Maths Assessment (REMA).67 University of Miami researches have developed a

direct assessment of preschool science that assesses a wide range of content knowledge

and process skills in science.68

Teachers employ more informal assessment techniques every day to identify

children’s interests, strengths, and needs. Once identified, the teacher can plan learning

experiences that build on and extend strengths and address learners’ needs. The

recommended approach for doing so in mathematics and science is to gather multiple

forms of evidence for particular skills or learning indicators. These include observations

of children’s interactions with materials, one-on-one discussions with them,

documentation of conversations with peers, and examples of their drawings.69 Of course,

accurate and complete learning assessments depend on teachers understanding the range

of learning indicators to which they should attend. Without this awareness, there is some

danger of falling back on familiar, easily recognized skills as evidence for children’s

learning. Just as knowing the alphabet is only one small piece of literacy, we must be

careful that children’s rote memorization of the count list or science facts is not taken as

evidence for mathematical or scientific understanding. Certainly counting and facts are

critical to knowledge in these domains, but they are only pieces, not the whole picture.

Although there is reasonable concern that assessments can narrow what teachers

teach, 70 for math and science, which are often overlooked in the preschool classroom,

well designed, comprehensive assessment tools can support and expand the learning

activities offered by teachers. Assessments that identify the knowledge and skills
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preschoolers learn across mathematics and science domains, describe expected learning

trajectories and ranges for these, and provide illustrative examples of what children are

capable of achieving can lead to more intentional instruction and expanded learning

opportunities for children in mathematics and science.

4. Teacher Preparation and Professional Development

Although math and science learning materials on their own may provide learning

opportunities for young children, it is important for teachers to have a deep knowledge

base regarding the development of children’s mathematical (and science) thinking and

learning.71 By understanding children’s development, teachers are better prepared to

identify moments when math and science learning is taking place, to assess what an

individual child knows or needs to know about a particular concept, and to plan for future

instruction. Recent studies have also demonstrated a direct link between teacher behavior

and children's math learning. Specifically, the amount of math-related talk a teacher

engages in is correlated with the growth of students’ mathematical knowledge over the

school year.72 Unfortunately, very little time is dedicated to mathematics talk. Even

when there is math-related conversation, it rarely lasts longer than a minute and is

focused on basic, rudimentary concepts such as names of shapes or numeral

identification.73

Although little research has addressed the actual math and science competencies

of early childhood educators, we know that many consider these subjects to be difficult to

teach.74 This is not surprising because teachers traditionally have not been prepared to

teach domain-specific knowledge, aside from literacy, to young children.75 A recent

review of requirements for pre-service, early childhood teachers in New Jersey reveals
 16

that their teacher preparation programs require relatively little coursework in math and

science and that science was very unlikely to be linked to a practicum experience.76 The

story for in-service professional development in mathematics and science is similarly

discouraging. Among the 50 state-funded preschool programs, 41 require at least 15

hours of in-service training per year.77 Decisions regarding content tend to be determined

locally which means that there is no guarantee that teachers will receive training in

mathematics and science. Further, if teachers do attend workshops on math or science,

these often do not provide the kind of experience necessary to bring about meaningful

changes in content knowledge or teaching practices. Professional development should

move beyond one-day workshops and into models that allow teachers to explore deeply

the content and pedagogy of science and mathematics.78 Programs that focus on

children’s learning trajectories seem to facilitate teachers’ understanding of how children

learn math and how their curriculum and teaching approaches can further this

development.79 An innovative program that encouraged both pre- and in-service teachers

to study and reflect on their own teaching and children’s mathematical and scientific

thinking resulted in better attitudes about mathematics and extensions of classroom

activities beyond teaching shapes and counting sequences. More importantly, teacher

participation was linked to positive math learning outcomes for children.80

5. Home-School Connections

Like many teachers, parents report trying to help their children learn math, but

they feel less capable to support early math than they do literacy. Many of the

recommendations one would make to improve early math and science teaching apply

equally to improving the home environment’s learning supports. These include educating
 17

parents about the importance of early math, providing concrete examples of the ways

preschoolers learn math, and providing ways to leverage and increase children’s natural

interest in math ideas.81

Efforts to increase parental involvement should involve more than providing

materials; this kind of approach does not educate parents and is particularly ineffective

with families most in need of assistance and support.82 True support requires personal

interactions and special training with families that reinforce their critical role in their

child’s learning and provide clear strategies for supporting it. A successful parent

education program designed by Starkey and Klein83 met the criteria of sustained learning

experiences for parents and addressed a range of mathematical topics with specific

activity ideas. Experienced teachers modeled activities and directly supported parents’

efforts to engage with their children. Parents were very interested in supporting their

children’s mathematical learning once provided with strategies for doing so. Most

important, children whose families participated showed developmental gains in their

emergent mathematics knowledge.

A number of authors suggest that professional development for early math and

science should provide teachers with strategies to involve and inform parents, and there is

some evidence of success on this front.84 As noted by Cannon and Ginsburg,85 preschool

teachers often share parents' lack of knowledge about supporting early math learning. For

this reason, effective professional development becomes even more important if teachers,

in addition to supporting children’s math and science learning directly, are also doing so

indirectly by educating their parents.

Conclusion
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Researchers, educators, and policymakers agree that improving the mathematical

and scientific readiness of young children is a critical educational goal. Some progress

has been made in meeting this challenge. A rich research base identifies the wide range

of mathematics and science competencies of preschool children. We must go beyond

identification to describe the developmental trajectories or learning progressions for

particular skills,86 and this work is well underway in early mathematics.87 Recognition of

the importance of early math and science is evidenced by the fact that standards for early

mathematics and science learning are in place in almost every state. A number of widely

used preschool curricula are strengthening their offerings in mathematics and, to a lesser

extent, science. True research-based curricula for early math have been developed and

continue to be tested for effectiveness. Early science programs also exist and some are

being evaluated for effects on learning outcomes. The need to assess young children’s

learning in authentic and appropriate ways has been acknowledged, and new tools are

being developed. Required changes in teacher preparation and professional development

have been described, and some effective professional development models for early

mathematics and science have been identified. Parental involvement is also essential to

early mathematical and scientific development, just as it is for language and literacy.

There is no doubt that improvement of early mathematics and science education

will require a great deal of effort, time and funding; however, progress is being made and

we are cautiously optimistic that it will continue. We note that just a decade ago, authors

of an American Association for the Advancement of Science report88on early

mathematics, science, and technology education repeatedly lamented inequities in access

to quality preschool education and recommended that this be a top funding priority. Ten
 19

years later, access to prekindergarten has never been greater, with more than 2 million 3-

and 4-year-olds enrolled in state-funded preschool, special education, or Head Start

programs in the 2007-2008 academic year.89 While acknowledging that deep challenges

exist to improve the mathematics and science education of preschool children, the

evidence presented in this brief provides some clear directions for change. Lessons

learned from the language and literacy domains can also guide efforts in early math and

science. A number of promising approaches to curriculum, assessment, teacher training,

and parent education exist. These can serve as models for larger scale efforts to improve

practice in the preschool classroom, increase teacher knowledge, develop strong home-

school connections, and ultimately prepare young learners for future success in

mathematics and science.

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