July 1st, 2020 | RESEARCH
In December of 2019, TERC and the University of Notre Dame convened 21 early childhood reading, family learning, and informal STEM education experts to explore the role of children’s fiction books as a tool for supporting STEM learning with young children and their families. Through the discussions, the group developed a series of recommendations for future research and practice, with a particular focus on integrating diversity and equity perspectives into the use of storybooks.
Document
Team Members
Scott Pattison, Principal Investigator, TERCGina Navoa Svarovsky, Co-Principal Investigator, University of Notre Dame
Funders
Funding Source: NSF
Funding Program: AISL
Award Number: 1902536
Related URLs
Tags
Audience: Educators | Teachers | Evaluators | Families | Learning Researchers | Museum | ISE Professionals | Pre-K Children (0-5)
Discipline: Education and learning science | General STEM
Resource Type: Conference Proceedings | Reference Materials
Environment Type: Comics | Books | Newspapers | Conferences | Informal | Formal Connections | Media and Technology | Pre-K | Early Childhood Programs | Professional Development | Conferences | Networks