Preschool Pathways to Science (PrePS): Facilitating Scientific Ways of Thinking, Talking, Doing, and Understanding

Rochel Gelman; Kimberley Brenneman; Gay Macdonald; Moises Roman

ISBN 10: 1598570447 / ISBN 13: 9781598570441

Published by Brookes Publishing, 2009

About this Item

Gently used with minimal wear on the corners and cover. A few pages may contain light highlighting or writing, but the text remains fully legible. Dust jacket may be missing, and supplemental materials like CDs or codes may not be included. May be ex-library with library markings. Ships promptly!

Seller Inventory # DBV.1598570447.G

Bibliographic Details

• Title: Preschool Pathways to Science (PrePS): Facilitating Scientific Ways of Thinking, Talking, Doing, and Understanding
• Publisher: Brookes Publishing
• Publication Date: 2009
• Language: English
• ISBN 10: 1598570447
• ISBN 13: 9781598570441
• Binding: Soft cover
• Condition: good

About this title

Synopsis

NSTA Recommended

To ensure they're meeting state early learning guidelines for science, preschool educators need fun, age-appropriate, and research-based ways to teach young children about scientific concepts. That's just what they'll get with this hands-on guidebook! The basis for the PBS KIDS show Sid the Science Kid, this innovative teaching resource helps children ages 3–5 investigate their everyday world and develop the basics of scientific thinking—skills they'll apply across subject areas when they enter school.

A fun and engaging way to introduce science to young children, PrePS is a must-have because it

• Is based on the domain-specific approach to cognitive development. The collaborative work of cognitive researchers and preschool educators, this approach incorporates lessons learned from developmental research and classroom experience.
• Provides age-appropriate introduction to key science practicesSee how this product helps strengthen Head Start program quality and school readiness.
  
  

About the Author

Rochel Gelman is a professor of Psychology and Cognitive Science, and the codirector of the Rutgers Center for Cognitive Science (RuCCS). Before joining Rutgers, she was Professor of Psychology first at the University of Pennsylvania and then at the University of California–Los Angeles (UCLA). She is widely known for her pioneering research on what infants and preschool children already know or learn with relative ease. She is a member of the National Academy of Sciences and the American Academy of Arts and Sciences; a William James Fellow of the Association for Psychological Science; and a recipient of the Society for Research in Child Development's Distinguished Lifetime Scientific Contribution to Child Development Award, the Early Career Research Contribution Award, and the Distinguished Scientific Contribution Award of the American Psychological Association. She has received a Mentor Award from Division 7 of the American Psychological Association for her training of other scientists, especially women who have gone on to distinguished careers in psychological research.

Dr. Gelman's research program is organized around a longtime interest in learning, cognition, and developmental cognitive science. Her book, The Child's Understanding of Number (Harvard University Press, 1978), with C.R. Gallistel, is considered a landmark publication about preschool children's numerical competencies. Dr. Gelman's other publications include several edited volumes and monographs and more than 100 book chapters and papers. She has collaborated with school and museum professionals in published research on the creation of environments that promote math and science learning in schools and museums. Preschool Pathways to Science (PrePS™) represents her most extensive effort of this kind.

Gay Macdonald is Executive Director for Early Care and Education, Krieger Center, UCLA.

Moises Roman is Curriculum Coordinator for Early Care and Education, Krieger Center, UCLA.