STEM and EEC: Update 2012 |1
STEM Education and The Department
of Early Education and Care:
2012 Update
Brain Building in Progress – “A statewide, publicprivate partnership with the United Way to raise
awareness of the importance of our youngest citizens’
early development to their future success”
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STEM and EEC: Update 2012 |2
EEC and STEM Education
Why STEM is so important
Children’s early experiences shape their brain development for years to come; early exposure to STEM supports children’s
overall academic growth, develops early critical thinking and reasoning skills, and enhances later interest in STEM study and
careers. Incorporating STEM in early childhood education (ECE) and out of school time (OST) settings taps into children’s
natural curiosity and sense of wonder. Bringing those experiences home through family and community involvement
expands a child’s exposure and comfort level with science, technology, engineering, and mathematics. The science of brain
building demonstrates that the architecture of a child’s brain grows continuously from birth through adulthood. STEM
education broadens children’s experiences and understanding of the human-made and natural world around them. ECE and
OST settings are in a unique position to support STEM education.
EEC along with the early education and care community are dedicated to supporting and providing strong foundations for
children’s early years, which will inevitably lead to positive outcomes for individual children while creating a prosperous
future for all. EEC’s mission is to lead the way in helping Massachusetts children and families reach their full potential. By
providing and coordinating a range of services and assistance, EEC will seek to continuously improve the quality,
affordability, and accessibility of early education and care in the Commonwealth.
EEC Pre-STEM and STEM Summit History
Governor Deval Patrick created the STEM Advisory Council in October 2009 and
appointed Lieutenant Governor Timothy Murray as chair. The intent of the STEM
Council is to create a public/private partnership to advocate for STEM.
Lt. Governor Murray created the first statewide STEM Plan, “A Foundation for the
Future: Massachusetts’ Plan for Excellence in STEM Education”. The intent of the
Massachusetts STEM Plan is to “nurture students’ innate curiosity at a young age
and spark student interest and excitement in STEM subjects through authentic
experiential learning, beginning in early childhood and sustained throughout Prek16 education and beyond”, (STEM Plan, page 7). The STEM Plan includes both
quantitative and qualitative goals to reach the state’s potential in STEM education
and future development. The STEM Council added the sixth quantitative goal
focused on workforce development this past July (2012).
MA Guidelines for Preschool
Learning Experiences: Guiding
Preschool Learning in Science and
Technology/ Engineering
Learning Guideline:
Observe and identify the
characteristics and needs of living
things; humans, animals, and plants.
(page 22, #10)
STEM Plan: Quantitative Goals
1. Increase student interest in STEM
2. Increase STEM achievement among PreK-12 students
3. Increase the percentage of students who demonstrate readiness for college-level study in STEM fields
4. Increase the number of students who graduate from a post-secondary institution with a degree in a STEM field
5. Increase the number/percentage of STEM classes led by effective educators, from Prek-16
6. Align STEM education programs with the workforce needs of key economic sectors
STEM Plan: Qualitative Goals
1. Community Engagement
2. Academic Coherence
3. Educator Development
4. STEM Employers and STEM Professionals
One objective for the 2012 STEM Summit is to gather information from participants for the development of Massachusetts’
next plan for STEM education, version 2.0. The current plan includes quantitative and qualitative goals centered on
increasing student interest in STEM; increasing college degree attainment in STEM related fields; and ultimately increasing
the number of individuals in the Massachusetts’ STEM workforce. Given the state’s commitment to early childhood
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STEM and EEC: Update 2012 |3
education and EEC’s dedication towards program quality, educator
development, screening and assessment, and community engagement, this is a
pivotal time for ECE and OST involvement in STEM education. The knowledge
of child development and the influence of the ECE and OST field are critical as
the state works on the next iteration of the Massachusetts’ STEM plan.
The following are examples from the current STEM Plan from each of the STEM
Quantitative goals stated above that directly related to the ECE and OST field:
“The Discovery Museums inspire
enduring curiosity and love of learning
through interactive discovery, handson inquiry and scientific investigation.”
Goal 1: Increase interest in STEM fields at early ages (including
preschool and elementary school) to assist in increasing student
motivation to attain higher levels of STEM academic achievement/
performance.
“The Children’s Discovery Museum is a
Goal 2: Increase the percentage of all 5th and 8th grade students
scoring Proficient or Advanced on mathematics and science &
technology/ engineering MCAS assessments by 25% between 2010 and
2014, and another 25% between 2014 and 2016.
“The exhibits and programs of the
Science Discovery Museum are
thematically based and coordinated
according to specific sciences and are
primarily designed for children ages six
through teen years.”
Goal 3: Increase STEM course-taking among underrepresented
races/ethnicities in courses with a race/ethnicity-based gap in
participation.
hands –on, experiential, exhibits-based
children’s museum.”
Goal 4: Increase the number of student who complete STEM post-secondary degrees at MA public and private
institutions by 50% from 2008 to 2016.
Goal 5: Future measure of STEM qualifications of Pre-K-16 educators (TBD; likely will vary by level: elementary,
secondary, post-secondary)
Goal 6: Improve the competence (knowledge, skills and attitudes) of current and prospective workers for in-demand
career tracks across relevant job levels.
The following are examples from the current STEM Plan from each of the STEM Qualitative goals stated above that directly
related to the ECE and OST field:
Goal 1: In every community parents, educators, employers, student leaders, and STEM professionals will be
informed and enlisted as advocates to influence, support and sustain student commitment from Pre-K through
post-secondary education.
Goal 2: Massachusetts STEM standards, curriculum frameworks, instruction and assessments will align vertically
across grade levels and horizontally across subject strands to ensure coherent subject progressions among schools,
across districts, and through college.
Goal 3: Every student will learn from highly effective educators in every STEM subject area at every grade level,
Prek-16. Massachusetts educators will possess deep subject matter knowledge that spans grade levels; be skilled in
pedagogy of inquiry and problem solving; and be prepared to incorporate experiential and applied learning that
integrates science, technology, engineering, and mathematics into coherent classroom instruction.
Goal 4: Employers and the community of STEM professionals (from industry and education) can provide an array of
opportunities for experiential learning both inside and outside the classroom by participating in educator
development and communicating their expectations for students wishing to pursue a career in their sector.
Employers and STEM professionals will serve as mentors, internship/co-op supervisors, leaders of community-based
after school and expanded learning time programs and partner with schools to offer new programming and expand
existing programming such as the already state approved STEM programs in vocational technical schools.
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STEM and EEC: Update 2012 |4
In September 2010, EEC held the first-ever Pre-STEM Summit Workshop, “STEM in
Early Education and Out of School Time”. Over thirty ECE and OST leaders from
across Massachusetts attended the event. The goal of the Pre-STEM Summit was
to prepare these leaders to be informed participants in regional and statewide
STEM education planning, including the 2010 STEM Summit, by preparing them to
make the case for the importance and benefits of STEM education in ECE and OST
settings. The 2011 Pre-STEM Workshop was expanded to include more than 50 of
EEC’s Educator and Provider Support and Coordinated Family and Community
Engagement grantees and their partnership members.
The goal of the 2011 Pre-STEM Summit was to:
Increase knowledge and awareness of the importance and benefits of
STEM education in the early years;
Increase knowledge and awareness of the importance and benefits of
STEM education in OST settings; and
Prepare ECE and OST leaders as informed participants in regional and
statewide STEM education planning activities, including the Statewide
STEM Summit.
The Science Club for Girls was
founded in 1994. “Science Club for
Girls (SCFG) has strived to provide
the very best in girl-specific
programming, by connecting girls in
K-12 grades, especially those from
underrepresented groups, with
female mentor-scientists through
free science and engineering
programs in a fun, nurturing,
interactive environment.”
SCFG has locations in Cambridge,
The advocacy by ECE and OST leaders at the 2010 STEM Summit resulted in the
Lawrence, Newton, and Fitchburg
addition of a dedicated ECE/OST strand to the 2011 STEM Summit. The 2011 early
education strand was co-chaired by EEC Commissioner Sherri Killins and Wheelock
College President Jackie Jenkins-Scott. The strand reinforced the importance of STEM education and highlighted ECE and
OST programs in Massachusetts that were incorporating STEM activities and learning in everyday classroom experiences.
The 2011 Summit included two sessions to promote STEM in ECE and OST: “STEM in the World – Building the Foundation in
the Early Years/ Peep in the Big Wide World” and “Preparing Adults to Support Brain Building in Progress – Programs in the
Lead.” Presenters from the 2011 STEM Summit also participated in a “STEM in Early Education and Care and Out of School
Time: Update from STEM Summit – Panel Discussion” to the Board of Early Education and Care in November 2011.
For the 2012, Pre-STEM Workshop EEC is again engaging EPS and CFCE grantees and partnership members. The Workshop
will include a keynote presentation from Neil Gordon, CEO of the Discovery Museums, on the importance of STEM
education and the involvement of educators, parents, families, and the community in STEM education for young children.
Professors at Wheelock College will also present an outline of the draft science, technology, and engineering standards for
preschool that are currently in development. Professors at Wheelock College have been working with the Massachusetts
Department of Elementary and Secondary Education (ESE) to ensure that the standards developed for preschool align with
the Massachusetts Curriculum Frameworks and the MA Guidelines for Preschool Learning Experiences. Professors will
provide this presentation at both the Pre-STEM Workshop and the 2012 STEM Summit. Both opportunities will also include
an interactive afternoon bringing theory to evidence-based practice with hands-on activities that integrate STEM into
activities for infants and toddlers, preschoolers, and school-age children.
Age-appropriate/ hands-on activities will be demonstrated by the Science Club for Girls at the 2012 Pre-STEM Workshop
and the Massachusetts College of Liberal Arts at the 2012 STEM Summit. Activities will be easy to replicate, aligned with the
Massachusetts Curriculum Frameworks, Massachusetts Guidelines for Preschool Learning Experiences, and Massachusetts
Guidelines for Infants and Toddlers. Materials used will be easily accessible and affordable.
Over-arching questions to be considered at this year’s Pre-STEM and STEM Summit:
What do “we” want children to know?
What do “we” want educators to know?
How do we build/encourage curiosity in children of all ages and stages of development?
What curriculum changes can occur? What resources are needed? What resources exist?
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STEM and EEC: Update 2012 |5
EEC’s Approach
The Department of Early Education and Care was established within
the context of strong evidence from brain development research
showing the long-term impact of high-quality early education and its
potential return on investment. EEC is dedicated to high quality early
learning and continues to focus on strengthening the system of early
education and care and out of school time in Massachusetts as a
critical element of the education pipeline from cradle to career. EEC’s
efforts and commitment to high quality early education are evident
in EEC’s many initiatives focused on quality and quality
improvements, specifically the development of the Massachusetts’
Quality Rating and Improvement System (QRIS). STEM education is
intertwined in these initiatives and EEC’s standards including the MA
QRIS, EEC’s Core Competencies, MA Early Learning Guidelines for
Infants and Toddlers, and MA Guidelines for Preschool Learning
Experiences. As an agency, EEC understands and recognizes that the
positive outcomes that we are trying to achieve for children require
investment in four critical areas: teacher quality, program quality,
screening and assessment, and engagement of communities and
families.
MA Quality Rating and Improvement System:
Category 1: Curriculum and Learning
Standard1A.2.1:
Educators demonstrate completion of professional
development in curriculum, screening tools, and
formative assessment.
Standard 1A.3.1:
Staff has received formal professional
development in the curriculum; using the
Guidelines for Preschool Learning Standards or
Infant/ Toddler Learning: documenting children’s
progress; and working with children from diverse
languages and cultures and second language
acquisition.
Standard 1A.4:
Program uses curriculum that is aligned with MA
Guidelines for Preschool Learning Standards and
the Infant/Toddler Learning Guidelines.
EEC’s mission is to provide the foundation that supports all children
in their development as lifelong learners and contributing members
of the community, and to support families in their essential work as
parents and caregivers. In efforts to broaden its involvement in STEM
education and to strengthen opportunities and supports available to
the field, EEC seeks opportunities beyond those with existing
partnerships and resources. Utilizing Race to the Top – Early Learning Challenge grant funds, EEC aims to replicate the STEM
Sprouts Teaching Toolkit, which is a collaboration of National Grid, Boston Children’s Museum and WGBH. The toolkit is
designed to be a curriculum “to assist preschool educators in focusing and refining the naturally inquisitive behaviors of
three to five year olds on science, technology, engineering and math (STEM)”. EEC will also be partnering with
Massachusetts’ institutions of higher education to support the state’s birth to 3 rd grade literacy and STEM strategy by
developing courses, which are aligned and focus on evidence-based activity across early learning, community based
programs, family and public school environments.
Recognizing that parents are a child’s first teacher EEC has created learning guides for parents and families to promote
brain development in young children and to help families encourage STEM curiosity in young children. The guides are
available in English, Spanish, Khmer, and Haitian for infants and toddlers and preschool age children on EEC’s website.
For Infants and Toddlers:
Talk to Me! You Are Your Child’s First Teacher
Physical Health and Well-being
Cognitive Development
Social Emotional Development
Approaches to Learning
For Preschool Age Children:
Talk! Daily Opportunities for Building Literacy
Be Healthy! Daily Opportunities for Physical Health and Well-being
Learning! Learning How to Learn
Engage! Daily Opportunities for Social Emotional Encouragement
Explore! Daily Opportunities for STEM
October 2012
STEM and EEC: Update 2012 |6
Professional Development
The Department utilizes many facets to deliver professional development to the early education and out-of-school time
field. Central to the professional development offered is EEC’s five regional Educator and Provider Support (EPS) grantees.
The EPS grantees serve as the hub for professional development opportunities, support services, coordination, and
distribution to the field. The EPS grantees are responsible for the coordination and delivery of professional development
opportunities such as continuing education and college coursework and support services including coaching and mentoring
to support accreditation and upward movement in QRIS. For fiscal year 2013 (July 1, 2012 – June 30, 2013) EPS grantees
have collectively planned for nearly 300 continuing education and college course opportunities for ECE and OST providers
across the state; 11% of those opportunities are directly related to STEM education. The chart below demonstrates the
focus/ topic areas covered by EPS funded professional development opportunities for the current fiscal year.
FY2013 EPS Number of Proposed Opportunities by Focus Area
27
Numeracy
STEM
30
Directors
30
33
Leadership
37
Accreditation
55
Literacy
67
Anti Bias
ELL
74
Special Education
74
84
At Risk Children
87
Older School Age
92
Social Emotional
97
Inclusion
168
Infants & Toddlers
183
Young School Age
148
Preschoolers
0
20
40
60
80
100
120
140
160
180
200
FY2012 grant funds contributed to the development of STEM modules at MCLA, which will be part of the afternoon sessions
at the 2012 STEM Summit. MCLA developed and implemented a series of six Early Childhood Science, Technology,
Engineering and Mathematics modules. The course content they presented to early educators in Western Massachusetts in
FY2012 included the following topic areas: Hands-On Counting, Exploring Dimensions, Play With Symbols, Cultivate The
Sprit of Scientific Inquiry Among Pre-Schoolers, Sounds Like Fun- exploring the field of acoustical sound, What is Engineering
? Who Are Engineers? Representatives from MCLA will provide an interactive hands-on learning workshop tailored to
addressing the needs and abilities of 1) infants and toddlers, 2) pre-school to Kindergarten, and 3) School age-up to 2nd
grade, in Science, Technology, Engineering and Mathematics learning at the 2012 STEM Summit.
In addition to the professional development that is delivered through the EPS grant, EEC also works on several statewide
initiatives to educate the field on the importance of STEM education. In partnership with the Department of Elementary
and Secondary Education (ESE), EEC hosted the 2012 Summer Institute which engaged participants in understanding the
October 2012
STEM and EEC: Update 2012 |7
core concepts in STEM education for children birth to eight years old and how to make these concepts accessible to
students with and without disabilities using universal design for learning (UDL). Each day of the institute featured two 45minute interactive whole-group sessions, two 60-minute hands-on workshops, and one to two hours for participants to
work on instructional tools and STEM units for their early childhood settings. The interactive whole-group sessions were
led by experts and addressed (a) inquiry in early childhood education, (b) Universal Design for Learning, (c) the research
base on young children’s mathematical reasoning, and (d) young children’s ideas in science.
Connecting STEM Education to Core Competencies
Competencies are the knowledge and skills that are
necessary to be effective in working with children and
youth.
Areas:
1.
2.
3.
4.
5.
6.
7.
8.
Connecting STEM Education to QRIS Standards
QRIS is a key tool to help families, communities, and
policymakers understand what constitutes quality.
Understanding Growth and Development of
Children and Youth
Guiding and Interacting with Children and Youth
Partnering with Families and Communities
Health, Safety, and Nutrition
Learning Environments and Curriculum
Observation, Assessment, and Documentation
Program Planning and Development
Professionalism and Leadership
Categories:
1. Curriculum and Learning
2. Safe, Healthy Indoor and Outdoor Environments
3. Workforce Development and Professional
Qualifications
4. Family and Community Engagement
5. Leadership, Administration and Management
STEM Opportunities
The following are examples of STEM related professional development opportunities included in the FY2013 EPS Course
Catalogue as identified by the EPS grantees. For a complete list of professional development opportunities projected for
2011 – 2012 visit the FY2013 Educator and Provider Support Grantees Professional Development Course Catalogue and
EEC’s Online Professional Development Calendar, both resources are accessible on EEC’s Workforce and Professional
Development webpage. Included opportunities are aligned with EEC’s Core Competencies, the Massachusetts Quality
Rating and Improvement System (QRIS) and one or more of the following documents: EEC Regulations, MA Curriculum
Frameworks, MA Early Learning Guidelines for Infants and Toddlers, and MA Guidelines for Preschool Learning Experiences.
COURSE TITLE
COURSE DESCRIPTION
Adventures with STEM
The training will use research based curricula to help staff challenge children to solve design challenges
using creativity, teamwork, science and engineering. Providers will develop fun, engaging, hands-on
STEM lesson plans for their OST settings that promote learning and teaching of elementary engineering
and technology with curricular materials, research, and complementary professional development
aligned to the MA Curriculum Frameworks.
Language Taught: English
EEC Core Competency Areas:
Arts in Out-of-School Leadership
Academy
October 2012
CEU Course: 0.5 Credit(s)
5
Focus Areas: STEM, School Age Children (5-8), and School Age Children (9-14)
This Leadership Academy uses the nationally distributed Creative Minds Out of School arts curriculum as
a tool to encourage providers to discover new approaches to teaching 21st century skills, literacy (English
and Spanish) and STEM content through visual arts education.
STEM and EEC: Update 2012 |8
Language Taught: English
EEC Core Competency Areas:
Astronomy for the Out-of-SchoolTime Setting
CEU Course: 1.5 Credit(s)
5
Focus Areas: STEM, Literacy, School Age Children (5-8), and School Age Children (9-14)
Participants will explore astronomy concepts through engaging hands-on activities, and focus on the
universe outside the solar system. The program is flexibly structured and can be implemented on a
schedule that best suits the educator’s programming needs. The training is based on the Afterschool
Universe astronomy program and will be directed toward older school-age providers.
Language Taught: English
EEC Core Competency Areas:
Creative Minds: Enhancing
Creative Experiences In OST
CEU Course: 0.5 Credit(s)
5
Focus Areas: STEM and School Age Children (9-14)
Participants will learn to use the nationally distributed Creative Minds Out of School Curriculum as a tool
for teaching 21st century skills, literacy, and STEM content through visual arts education. This arts-based,
inquiry-based curriculum introduces young people to the joy and wonder of viewing and creating art and
capitalizes on children's natural curiosity and readiness to create. Educators will use the Creative Minds
curriculum to support the development of children's art understanding and extend school day learning
through hands-on experiences. Each of the units of the curriculum sets firth an investigative, exploratory
approach to encountering artists tools, materials and ways of thinking. Each lesson is developed to be
easily used by educators, regardless of their previous art experience. The Creative Minds curriculum is is
aligned with curriculum frameworks and common core standards as well as includes fun and innovative
STEM extension activities.
Language Taught: English
EEC Core Competency Areas:
Curriculum, Instruction and
Assessment in Early Childhood
Math: ED 538G
CEU Course: 0.5 Credit(s)
5
Focus Areas: STEM and School Age Children (5-8)
This course focuses on the fundamental principles and concepts in a prekindergarten through grade two
mathematics program that includes number sense, numeration, patterns and functions, geometry and
measurement, and data analysis. Assessment strategies, adaptations for special needs and classroom
management will be addressed. The course offers a comprehensive content knowledge of math that can
be applied to real-life problem solving, communication, and decision-making.
Language Taught: English
EEC Core Competency Areas:
Curriculum in Early Childhood
Programs
College Course: 4 Credit(s)
6
Focus Areas: STEM, Numeracy, Infants and Toddlers, and Preschool Children
This course will explore the creative experiences for young children through awareness of children's
individual interests, strengths and needs. Students will learn to plan and modify activities based on
children's individual needs, inclusion and the environment. Major areas to be explored are: English
language arts, reading readiness, math, science, technology, history, social science, and health education.
These major areas will be reflected in coursework and discussions based on the Massachusetts
Department of Education Pre-K Standards and Experiences.
Language Taught: English
College Course: 3 Credit(s)
EEC Core Competency Areas: 1 5
Focus Areas: STEM, Numeracy, Literacy, Inclusion and Differentiated Instruction, Preschool Children,
School Age Children (5-8), and School Age Children (9-14)
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STEM and EEC: Update 2012 |9
Early Childhood Literacy Strategies
that Work
This course provides engaging hands-on, learning experiences for family providers and classroom
teachers in infant and toddler literacy and language development, literacy activities that support family
engagement, and environmental literacy/science curriculum for preschoolers.
Language Taught: English
College Course: 1 Credit(s)
EEC Core Competency Areas: 3 5
Focus Areas: STEM, Numeracy, Infants and Toddlers, Preschool Children, and School Age Children (5-8)
Early Childhood Mathematics:
ED308
Based on Piaget's early mathematics theory. Techniques include teaching pre-math skills, logical
mathematical knowledge, formal math using developmentally appropriate materials.
Language Taught: English
College Course: 3 Credit(s)
EEC Core Competency Areas: 1 5 6
Enhancing Natural Environments
for Children
Focus Areas: STEM, Numeracy, Preschool Children, and School Age Children (5-8)
Learn how to reflect on the environment and program practices offered to the children in your care.
Develop plans to enhance and improve both. Discuss ways to work with families to encourage positive
experiences and activities for children in natural environments.
Language Taught: English
CEU Course: 0.5 Credit(s)
EEC Core Competency Areas: 5 7
Focus Areas: STEM, Infants and Toddlers, and Preschool Children
Interactive Math Experiences in
OST Settings
Young children are natural learners who learn best through interacting with others and materials. This
training is designed to support developing children's mathematical understanding & extend school day
learning through hands-on experiences founded on the Guiding Principles & the MA Mathematics
Frameworks.
Language Taught: English
CEU Course: 0.5 Credit(s)
EEC Core Competency Areas: 5 7
Intergrated Science: The Living
World: SCI106
Focus Areas: STEM, Numeracy, and School Age Children (5-8)
The course covers the basic concepts of life science and examines the interactions of living organisms
with the physical world they inhabit. Students apply fundamental physics and chemistry to various topics
in biology and environmental science, and, through the laboratory component, gain an understanding of
the methods and applications of science. This course is designed for but not limited to students in
Elementary and Early Childhood Education programs. Prerequisite: ENG 100, MAT 095
Language Taught: English
College Course: 4 Credit(s)
EEC Core Competency Areas: 1 2 4 5 7
Math and Science for Early
Childhood Curriculum
Focus Areas: STEM, Numeracy, and Preschool Children
This course is designed to introduce the content and methods of teaching math and science in early
childhood. Students will develop skills in planning and presenting curriculum in these content areas.
Emphasis will be placed on establishing a learning environment which encourages problem solving and
the mastery of basic skills through concrete activities and manipulative materials. Student will also
explore an integrated approach to curriculum by connecting math and science concepts to other areas of
knowledge.
Language Taught: English
October 2012
College Course: 3 Credit(s)
S T E M a n d E E C : U p d a t e 2 0 1 2 | 10
EEC Core Competency Areas: 3 4 5 7
Focus Areas: STEM, Numeracy, Inclusion and Differentiated Instruction, Infants and Toddlers, Preschool
Children, and School Age Children (5-8)
Math in the Interactive Classroom:
EDU521
Acquaints classroom teachers with development of mathematical concepts in curriculum through use of
manipulatives. The NCTM Curriculum Standards and Massachusetts Math Curriculum Frameworks
assume manipulatives are an integral part of instruction in classroom, where learning of mathematics is
an active process. Variety of manipulatives utilized.
Language Taught: English
College Course: 3 Credit(s)
EEC Core Competency Areas: 5
Mathematics for Elementary
Teachers Part I: MAT123
Focus Areas: STEM, Numeracy, Inclusion and Differentiated Instruction, Special Education, Infants and
Toddlers, Preschool Children, School Age Children (5-8), and School Age Children (9-14)
Course is designed for prospective early childhood and elementary teachers. Those mathematical
concepts which school teachers will be using are stressed. Topics include: Numeration systems,
algorithms and estimation for the arithmetic operations on different sets of numbers, number theory,
and probability concepts. Use of manipulatives and relevant technology including graphing calculators
and computer software may be integrated into the course. Three lecture hours per week. Prerequisite:
Completion of the Basic College Mathematics Competency Requirement.
Language Taught: English
College Course: 3 Credit(s)
EEC Core Competency Areas: 5
Focus Areas: STEM, Numeracy, School Age Children (5-8), and School Age Children (9-14)
Mathematics for Elementary
Teachers Part II: MAT 124
Course is designed for prospective early childhood, elementary and middle school teachers. Those
mathematical concepts which school teachers will be using are stressed. Topics include: geometric figures
and solids, congruence, similarity, constructions, measurement including perimeter, area, surface area
and volume, geometric transformations, descriptive statistics. Use of manipulatives and relevant
technology including graphing calculators and computer software may be integrated into the course.
Three lecture hours per week. Prerequisite: Completion of the Basic College Mathematics Competency
Requirement.
Language Taught: English
College Course: 3 Credit(s)
EEC Core Competency Areas: 5
Planning Programs for the Young
Child
Focus Areas: STEM, Numeracy, Preschool Children, School Age Children (5-8), and School Age Children (914)
Through participation in the workshops, classroom discussion, field trips and projects in the course,
students should be able to: apply the principles of curriculum development to planning for young
children (i.e., defining objectives, selecting age-appropriate experiences for children in specific curriculum
areas such as science, math, the arts, language arts, dramatic play); implement curriculum based on
knowledge of how children learn, individuality in development, and special needs in children; design
learning environments that enhance the growth and development of the whole child. Pre: ECE101 and
ECE202
Language Taught: English
College Course: 3 Credit(s)
EEC Core Competency Areas: 5 7
Focus Areas: STEM, Numeracy, Literacy, Anti-Bias, Infants and Toddlers, Preschool Children, and School
Age Children (5-8)
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S T E M a n d E E C : U p d a t e 2 0 1 2 | 11
Project-Based, Standards-Rich
Learning in Early Childhood
Provocations, Reflections and
Observations
This course focuses on implementing a curriculum consistent with the Massachusetts’ content area
guidelines — particularly those for mathematics, science and social studies — with an emphasis on playbased, integrated learning.
Language Taught: English
College Course: 3 Credit(s)
Participants in this workshop will discover how to develop unique and meaningful learning experiences
designed to enhance their understanding of the desirable characteristics and qualities of learning
environments for children. A key feature of this series is the opportunity to engage in reflective practices
designed to inspire and challenge participants to create new perspectives on high-quality learning
environments. Attendees will engage in interactive provocations, hands on activities, and in-depth
discussions as they construct their own knowledge and explore ways to bring vision to life in an early
childhood setting. Supports QRIS: 1A.2.1; 1A.3.2; 1B.3.1; 1B.4.1
Language Taught: English
CEU Course: 1 Credit(s)
EEC Core Competency Areas: 5 6
Science and Math Instruction for All
Young Children, ECHD 441
Focus Areas: STEM, Literacy, Preschool Children, and School Age Children (5-8)
Explore the developmental theory and research in each of the curriculum areas, foundation for selection,
design of curriculum materials, and activities appropriate for children birth through primary grades.
Fundamental concepts and skills for young children will be learned as well as optimum, hands-on
pedagogical methods. Implementation of math and science of developmentally appropriate practices for
infants, toddlers, preschoolers, and primary children will be presented. Spend 10 hours observing in
early intervention, preschool and/or public school programs.
Language Taught: English
College Course: 3 Credit(s)
EEC Core Competency Areas: 5 6
Supporting STEM Learning: Handson Strategies to Spark Curiosity
Focus Areas: STEM, Special Education, English Language Learners, Accreditation, Inclusion and
Differentiated Instruction, Infants and Toddlers, Preschool Children, and School Age Children (5-8)
Find the fun in these traditionally boring and intimidating topics! Spark children's curiosity and sense of
play with STEM activities. Learn about STEM for different learning types. Not a fan of Science and Math?
Great! Neither are most kids! Connect to your sense of fun in STEM! Surprising, slightly messy, and great
fun... guaranteed!
Language Taught: English
CEU Course: 0.5 Credit(s)
EEC Core Competency Areas: 5
Focus Areas: STEM, Special Education, Numeracy, Inclusion and Differentiated Instruction, and School
Age Children (5-8)
Family and Community Engagement
EEC recognizes that STEM education happens beyond the early childhood or out of school time program doors. The
involvement of parents and families and their understanding of the importance of STEM development are vital to building
and sustaining curiosity among children. EEC’s Coordinated Family and Community Engagement grantees are charged with
coordinating family and community engagement at a local level. There are 99 CFCE grantees across the Commonwealth
that provide all families with access to locally available comprehensive services and support that strengthen families and
promote optimal child development. CFCE grantees serve as a community-based hub and as a resource to families to share
knowledge of and accessibility to high-quality early education and care programs and services for families with children
birth through age 8. Grantees promote evidenced-based education and family engagement; they offer parent/child
playgroups that provide intentional developmentally appropriate learning experiences for children and parents. CFCE
coordinators also help EPS grantees access professional development needs at a local level.
In partnership with the Boston Children’s Museum EEC is implementing a statewide strategy that will provide a shared
framework and set of resources that will increase the capacity of museums and libraries to support the optimal
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development of all children through intentional family engagement activities
and early learning opportunities. With funding from EEC’s Race to the Top –
Early Learning Challenge grant, the partnership will focus on four areas in
supporting family and community engagement in child development. They four
core areas are early literacy, school readiness including preparation for
Kindergarten, interest and awareness of STEM (Science, Technology,
Engineering and Math), and public awareness of the importance of early
education and care through the state’s Brain Building in Progress
communications initiative. The Museums and Libraries Partnership for Parent,
Family and Community Engagement project will create and support community
partnerships that strengthen this initiative at the local level by creating more
formal linkages between CFCE grantees and museums and public libraries and
by collaborating with CFCE grantees to coordinate and intentionally link events
and training on the local level on behalf of families.
MA Guidelines for Preschool
Learning Experiences: Guiding
Preschool Learning in Science and
Technology/ Engineering
Learning Guideline:
Explore and identify simple
machines such as ramps, gears,
wheels, pulleys, and levers through
play experiences. (page 25, #25)
Additional information on EEC’s efforts in STEM education, Educator and
Provider Support and Coordinated Family and Community Engagement
grantees is available on EEC’s website. EEC will continue to connect initiatives
and leverage resources to enhance program quality and educator
development, promote use of screening and assessment tools in daily practice, and engage families and communities at all
levels while keeping the goal of improving outcomes for the children and youth of Massachusetts at the forefront.
October 2012