LEWISVILLE, N.C. – Kaplan Early Learning Company announced today the launch of an innovative approach to early childhood education that puts math and science at the forefront of learning. Connect4Learning: The Pre-K Curriculum is a research-based, interdisciplinary approach to learning that was developed by nationally recognized experts in early childhood education and through funding from the National Science Foundation.

The Connect4Learning (C4L) curriculum, available January, is exclusively sold through Kaplan Early Learning Company. A preview of the curriculum and its components will be revealed at the National Association for the Education of Young Children conference on November 18. Curriculum principal investigators are Julie Sarama, PhD, University of Denver; Kimberly Brenneman, PhD, Heising-Simons Foundation; Douglas H. Clements, PhD, University of Denver; Nell K. Duke, EdD, University of Michigan; and Mary Louise Hemmeter, PhD, Vanderbilt University.

After years of research and classroom testing, C4L’s principal investigators designed the curriculum to address growing concerns that the majority of Pre-K instructional time is not balanced among literacy, science, math, and social-emotional domains. One study found that a literacy-based curriculum teaches only 58 seconds of mathematics instruction in a 6-hour day.* Limited opportunities for early math and science learning are factors that can contribute to the United States falling behind other countries in math and science proficiency**.

The C4L prekindergarten curriculum includes 6 units that address 140 measurable learning objectives and support children’s development of 10 fundamental cognitive processes. The learning objectives are fully aligned with the new Head Start Outcomes Framework and state early learning standards. C4L seamlessly integrates child-centered activities with teacher-led instruction. With its project-based approach and rich vocabulary use, C4L aligns with recommended practices to support dual-language learners and children from under-resourced communities. Fundamental to the curriculum is the importance of play-based learning:

Research tells us that children naturally explore and engage with content areas such as mathematics during free play,” says Clements. “So we know that, when they are playing, they are acting out the foundations of their lessons from the classroom.”

Results from pilot programs report that children achieve their learning goals beyond expectations, and teachers and parents have been surprised at how effectively the curriculum improves the children’s performances across all domains.

The C4L curriculum also includes:

  • Pre-K Teacher’s Handbook
  • Director’s Handbook for Pre-K or Principal’s Handbook for Pre-K
  • Pre-K Kit
  • Classroom Book Set
  • Formative Assessments
  • Online Portal, including how-to videos, professional development offerings, classroom management tools, and math games

*Farran, Lipsey, Watson, & Hurley, 2007.

** Ginsburg, Cooke, Leinwand, Noell, & Pollock, 2005

 

About Kaplan Early Learning Company

Kaplan Early Learning Company is based in Lewisville, North Carolina, and provides products and services that enhance children’s learning. Since 1968, the company has delivered innovative products and services that support educators and caregivers worldwide in the creation of quality learning environments.

According to the National Math + Science Initiative, about 44% of high school graduates are ready for success in college math and 36% are ready for college-level science. Students progressing through at least Algebra II in high school are twice as likely to complete a four-year degree when compared to those who do not progress through Algebra II. There is an increasing need for math educators who are innovative and creative leaders in the classroom and in the field of math education.

To address this need for innovative math educators, beginning in Fall 2014, the Curriculum Studies and Teaching program at the University of Denver will begin offering courses in the new math education concentration area in Curriculum & Instruction (C&I). Students completing this concentration will develop their leadership skills through a deep understanding of the role of diversity, social justice, access, and equity in math. Additionally, students will be able to demonstrate comprehension of mathematical content, the application and synthesis of theories in research-based settings, and the application of technology and project-based learning. Students will have a chance to explore and evaluate the historical research foundation of math education and the impact on current practices in the field. Moreover, through coursework, field experiences, and initial research experiences, students in the math education concentration in the Curriculum & Instruction degree program will develop a strong background in cognition and math learning stylesmath. The program will produce math educators who have a strong theoretical background in math education and who are well prepared to address relevant and pertinent local, national and international questions in math education.

The new course offerings in the math education concentration math include the history and philosophy of math, learning and teaching math, early childhood math, diversity and equity in math, foundations of learning, technology in math education, discourse in math, and elementary math.  This concentration is being offered in the masters and doctoral degree programs, both EdD and PhD, in Curriculum and Instruction.

Upon completion of this concentration, students will be prepared for roles as leaders in math education in a variety of sectors such as higher education, state agencies, and non-profits. Students will be equipped to be positive change agents ready to identify and solve relevant national and international issues in math education, particularly for underrepresented student groups.

For more information, contact (303) 871-2509 (toll free at 1-800-835-1607) or email mce@du.edu.—

The STEM Crisis

https://nms.org/Education/TheSTEMCrisis.aspx

Increasing the Achievement and Presence of Under-Represented Minorities in STEM Fields

https://nms.org/Portals/0/Docs/whitePaper/NACME%20white%20paper.pdf

 


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