Running Head: ARTICLE REVIEWS 1

Article Reviews

Katie Weldon

Fresno Pacific University

ARTICLE REVIEWS 2

In the Article Math and Science in Preschool: Policies and Practice, the authors present

a remarkable case for the need for science and mathematics education in the earliest classrooms.

Young children, even at the preacademic level, have concepts of math and science that can be

developed to encourage later learning. Without the proper preparation for teachers, denying them

the ability to properly introduce these subjects to young children, there are many missed

opportunities for early learning and reinforcement of important subjects. According to the

authors, young children also possess considerable competence in numerical operations,

geometry and spatial relations, measurement, algebraic thinking, and data analysis (Brenneman,

Frede & Stevenson-Boyd, 2009). These skills must be supported by an integrated program that

allows children to step away from their paper drills and see math and science as real things

applicable to their lives. The article continues, preschoolers learn mathematics through concrete

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

thinking (Brenneman, et al., 2009). The most appropriate way to teach children math and

science is to consider these subjects necessary and integral to preschool classrooms and train

teachers properly to present it as such.

Another article entitled Yet more evidence: Time to beef up math and science in Pre-K,

the author points out more information leading to the conclusion that developmentally

appropriate math and science in preschool are incredibly beneficial to childrens later learning

habits. The question is no longer whether children should be taught math and science in

preschool. Research has established mathematics and science as essential components of a

comprehensive, high-quality early education program (NIEER, 2008). This statement

emphasizes the importance of assessing what is and is not possible for children to accomplish

cognitively and then to push them to that point. This method of teaching large concepts at a
ARTICLE REVIEWS 3

young age allows children the opportunity to learn at their own rate and take charge of their own

education in a positive, productive way.

ARTICLE REVIEWS 4

References

Brenneman, K., Stevenson-Boyd, J., & Frede, E. C. (2009). Math and science in preschool:

Policies and practice. Preschool Policy Brief.

Yet more evidence: Time to beef up math and science in preschool. (2010). Preschool

Matters, 8(1).