title: Professional Development for Early Childhood Educators: Efforts to Improve Math and Science Learning Opportunities in Early Childhood Classrooms.
abstract: Because recent initiatives highlight the need to better support preschool-aged children's math and science learning, the present study investigated the impact of professional development in these domains for early childhood educators. Sixty-five educators were randomly assigned to experience 10.5 days (64 hours) of training on math and science or on an alternative topic. Educators' provision of math and science learning opportunities were documented, as were the fall-to-spring math and science learning gains of children (n= 385) enrolled in their classrooms. Professional development significantly impacted provision of science, but not math, learning opportunities. Professional development did not directly impact children's math or science learning, although science learning was indirectly affected via the increase in science learning opportunities. Both math and science learning opportunities were positively associated with children's learning. Results suggest that substantive efforts are necessary to ensure that children have opportunities to learn math and science from a young age.
authors.affiliation: Children's Learning Research Collaborative and School of Teaching and Learning, The Ohio State University.
authors.forename: Shayne B
authors.initials: SB
authors.lastname: Piasta
authors.affiliation: Children's Learning Research Collaborative, The Ohio State University.
authors.forename: Jessica A R
authors.initials: JA
authors.lastname: Logan
authors.affiliation: Children's Learning Research Collaborative, The Ohio State University.
authors.forename: Christina Yeager
authors.initials: CY
authors.lastname: Pelatti
authors.affiliation: Children's Learning Research Collaborative, The Ohio State University.
authors.forename: Janet L
authors.initials: JL
authors.lastname: Capps
authors.affiliation: The Ohio State University.
authors.forename: Stephen A
authors.initials: SA
authors.lastname: Petrill
keywords: early childhood education; efficacy study; mathematics instruction; preschool; professional development; science instruction