1 en la Educación y el Cuidado Infantil.Apr-17 S.T.E.M. (Ciencias, Tecnología, Ingeniería, y Matemáticas) en la Educación y el Cuidado Infantil. 1

2 Apr-17 Metas Identificar el porqué es importante para los niños pequeños a participar en STEM Examinar como los niños aprenden conceptos de STEM Considerar la herramienta recomendada cuando están creando las actividades de STEM 3 goals for this training Identify why it is important for young children to engage in STEM Examine how young children learn STEM concepts Consider recommended tools when creating STEM activities

3 Apr-17 ¿Que es STEM? Según la Dra. Sherri Killins, Lider Nacional, BUILD Early Learning Systems “Lo que hace STEM es dar un titulo a lo que ya esta haciendo… ayudando los niños a explorar, observar, hacer preguntas, pronosticar, integrar su aprendizaje…. Es lo que siempre hemos hecho en la educación temprana.” A description of STEM from national early learning leader, Dr. Sherri Killins: “What STEM does is give a label to what you are already doing… helping children to explore, observe, ask questions, predict, integrate their learning… it’s what we’ve always done in early childhood education.” We already do this, but it is important to be intentional in our efforts. We’ll look at some tools later in the training that will help you be intentional.

4 Meta #1: ¿Porque es importante STEM? S.T.E.M. esta dondequiera –Ciencia, Tecnología, Ingeniería, Matemáticas S.T.E.M. esta dondequiera – Función y Estructura Sistemas y Modelos de Sistemas Estabilidad y cambios STEM is part of everyday life. It’s all around us, not just during a specific lesson time. It affects all of us and our ability to understand our world, make predictions, solve problems, think creatively and explore solutions. It is critical for children across the globe to be in tune with science, technology, math and engineering to come up with new solutions to everyday situations and new challenges. Children who retain their love of STEM in the early years are more likely to feel confident in STEM classes later in school. Students who have strong STEM skills are better at Math AND Reading. There is a worldwide, national and statewide effort to increase children’s capabilities in STEM content and to build on skills learned in early childhood so they are successful in school and in their future jobs. Washington has many STEM related jobs due to major industry in our state, such as Microsoft and Boeing. Adults with strong STEM skills can qualify for many well paying careers related to STEM. Energia y Materia 4

5 ¿Porque es importante STEM?Se basa en la curiosidad natural de los niños Cuando van creciendo los niños es necesario que tengan habilidades con STEM para el éxito en la escuela y el trabajo. El éxito temprano en las ciencias y matemáticas les ayuda a tener confianza en si mismos para toda la vida en estas áreas. Enfoque estatal, nacional y global en el empleo relacionados a STEM STEM es una iniciativa estatal para un sistema de educación de primera clase Los niños pequeños disfrutan STEM STEM is vital to a child’s overall development as we encourage children’s natural curiosity to explore, investigate, make predictions and try out their ideas. They gain confidence in themselves when their curiosity is encouraged. National math and science standards require children to develop these skills to be ready for school and job success as well as and life-long learning. When children see themselves as competent in math and science they are less likely to avoid these subjects in later grades. Their first teachers impact their like or dislike of STEM. Children are natural investigators. When they are free to ask questions and explore they come up with new ideas to investigate. 5

6 Habilidades de STEM son críticos para la solución de problemas …Apr-17 Habilidades de STEM son críticos para la solución de problemas … Hacer preguntas y definir los problemas Desarrollo y utilización de modelos Solving problems is a part of life. Encouraging young children to see themselves as problem solvers will help them look for solutions to questions and challenges. They won’t be afraid to try new things, check out their ideas and communicate their thoughts.

7 Apr-17 STEM ayuda a niños con… 3. Planear y llevar a cabo investigaciones 4. El análisis y la interpretación de los datos 5. Utilizando el pensamiento matemático y computacional More important skills for solving problems.

8 Mas Habilidades de STEM…Apr-17 Mas Habilidades de STEM… 6. Construyendo explicaciones y diseñando soluciones 7. Participar en la discusión de la evidencia 8. Obteniendo la evaluación y la comunicación de información These are important skills for solving problems. As children collaborate they learn relationship building skills and empathy towards others. They also learn to be resilient as they make predictions, try out their ideas, and think of more possible solutions. These skills impact the whole child and prepare them to be successful workers and resilient adults.

9 ¿Que es STEM Preescolar?Apr-17 ¿Que es STEM Preescolar? Science/Ciencia La observación y la exploración, utilizando los sentidos Technology/Tecnología Herramientas, dispositivos, cualquier equipo para hacer el trabajo Engineering/Ingeniería La construcción, construir, armar y desarmar Mathematics/Matemáticas Patrones, números, tamaños, formas, las comparaciones We will look at the definition from the State of Washington Office of Superintendent of Public Instruction (OSPI) early learning STEM lessons: Science: Observing and exploring, using the senses (More technical definition: knowledge of the physical or material world gained through observation and experimentation) Technology: Tools, devices, any equipment to do the job (More technical definition: knowledge dealing with the creation and use of technical means and their interaction with life, society, and the environment) Engineering: Building, constructing, putting together and taking apart (More technical definition: knowledge dealing with the creation and use of technical means and their interaction with life, society, and the environment) Math: Patterns, numbers, size, shape, comparisons (More technical definition: the study of quantity, space, structure, and change)

10 ¿Como es STEM en la escuela preescolar?Here is a visual display of children at play learning STEM. TRANSLATION: ¿Como es STEM en la escuela preescolar? Ingeniería Matemáticas 10

11 Ciencia 11 Observing and exploring, using sensesTurn to a partner and briefly describe what you see on this slide. 11

12 Tecnología 12 Tools, devices, any equipment to do the jobTurn to a partner and briefly describe what you see on this slide. Tecnología 12

13 Building, constructing, putting together and taking apartTurn to a partner and briefly describe what you see on this slide. Ingeniería 13

14 Matemáticas 14 Patterns, numbers, size, shape, comparisonsTurn to a partner and briefly describe what you see on this slide. 14

15 Principios Rectores para STEMApr-17 Principios Rectores para STEM Los niños nacen siendo investigadores La comprensión crece con tiempo Ciencias e Ingeniería requieren tanto el conocimiento como la práctica Conexión a los intereses y experiencias de los estudiantes es esencial Promover la equidad All children deserve to experience learning in this manner. When STEM concepts are taught using these principles all children can use their own creativity, curiosity and ideas. Each child is made to feel competent and take new risks. Allow all children to investigate and explore in a manner in which they feel safe, supported and comfortable Give all children time to build on their prior learning, returning again and again to their projects and interests Offer information and time for practice; children do not like to feel hurried Provide activities that connect to all children’s personal interests and experiences Work to connect to all the children, making the opportunities equitable to all, and supporting their cultural understanding and differing abilities Kids' Potential, Our Purpose

16 La Enseñanza de STEM Preescolar¿Los niños exploran en su sitio? ¿Se realizan exploraciones en curso? ¿Apoya y fomenta la curiosidad? ¿Ofrecen información para aprovechar de lo que ya saben? ¿Proporciona oportunidades para todos? Think about your own program and how to apply the STEM principles from the previous slide. Use Handout #2 to reflect on ways that you already teach STEM in your classroom. Write these in the handout. Do children explore at your site? Do they engage in ongoing explorations? Do you support and encourage curiosity? Do you offer information to build upon? Do you provide opportunities for all? Break into small groups and talk about what 2 STEM activities you already do. You probably won’t have time to share these with the whole group. 16

17 Meta #2: ¿Como aprenden los niños conceptos de STEM?Dra. Katz dice que STEM se lleva a cabo a través de la interacción natural con las cosas reales en el entorno del niño. Dra. Lillian Katz- profesora, autora y presidente anterior de National Association for the Education of Young Children (NAEYC) Share this slide as you gather people back from small groups. Kids' Potential, Our Purpose

18 El aprendizaje tacto??? Everyday play includes STEM. Children are natural investigators, builders, engineers. They learn best by manipulating and touching items, using their 5 senses, and getting their bodies active and involved. Lifelong good health is the result of active bodies. 18

19 Lo que NO es STEM Preescolar!Apr-17 Lo que NO es STEM Preescolar! Un periodo de clase o sección No esta incluido durante el día Un tema aparte Ejercicios y memorización No despierta la curiosidad Hojas para llenar, no hay interacción Sin exploración Sentarse y escuchar, no hay aprendizaje por medio de la experimentación STEM activities are part of every learning center and involve the whole child exploring and using his/her imagination and curiosity.

20 ¿Cómo se enseña S.T.E.M. preescolar?Apr-17 ¿Cómo se enseña S.T.E.M. preescolar? Unidades, temas, centros de aprendizaje Basado en proyectos, actividades interrelacionadas Colaboración, exploración indefinido El aprendizaje auténtico Resolución de problemas y Persistiendo Usando la investigación para resolver problemas Impulsado por Niños Hacer preguntas y encontrar respuestas STEM is visible throughout an early learning environment using projects, learning centers, music, creative movement, games, art, many varied activities. Children interact with one another and one idea sparks the next. They use their curiosity to predict and try new things to solve problems and explore. The children drive the exploration. A teacher can offer guidance, ask questions and bring in ideas, but the children ask their own questions, too, and look for answers.

21 Aprender Acerca de STEM a Través de Juego ActivoPasando el tiempo afuera en actividades de motricidad gruesa ayuda a los niños a aprender sobre las ciencias y la naturaleza, mientras se mueven y se mantienen sanos. Llévelos afuera para aprender STEM! Aprenda acerca de ‘The Healthiest Next Generation Initiative’ del Gobernador Children can do many STEM activities outside, exploring science, nature and math while moving their bodies. They benefit from fresh air and movement while discovering animals, insects, gardening, gravity and various math activities such as comparing, sorting and classifying, collecting items for graphing, etc. Check out Governor Inslee’s ‘The Healthiest Next Generation Initiative’ using the link. (Instructor’s Guide offers more detail)

22 Aprendiendo de STEM a través de la NutriciónAprender acerca de la nutrición, la jardinería y cocinar alimentos saludables prepara a los niños para una vida de buenos hábitos de alimentación y para mejor salud. Esto es STEM! Learning about nutrition, gardening, and cooking healthy foods prepares them for a lifetime of good eating habits and better health. Teaching children about a healthy life style impacts their future health and their understanding of STEM concepts. It’s a win-win activity. Children can learn about a healthy lifestyle, science and nature through 3 methods: naturalistic experiences, informal learning experiences and adult guided experiences. Let’s talk about the differences between them…

23 ¿Cómo se Adquieren los Conceptos?Apr-17 ¿Cómo se Adquieren los Conceptos? Experiencias Naturalistas son iniciadas por los niños en su ambiente natural. Experiencias de Aprendizaje Informal se construyen fuera de la curiosidad y intereses de niños, pero son iniciadas por los adultos. Estas actividades no son planeadas con antelación. Experiencias Guiadas por Adultos son planeadas por los adultos y se centran en instrucción directa. Charlesworth & Lind (2013) 7th Ed. Math and Science for Young Children; Illinois; Wadsworth Cengage Learning Children learn through 3 different methods: Naturalist experiences, which occur spontaneously. Children initiate these learning experiences without adult intervention. They may discover an insect on the ground and begin to study it, or jump in a mud puddle to see what happens to the water. Informal experiences are sparked by adults noticing a child’s interest and curiosity and they provide information or tools for further exploration, similar to scaffolding. An example might be once they see the child jumping in the mud puddle they provide water play opportunities with books, and cups and funnels to assist the child’s initiated curiosity. Adult-guided experiences are planned by an adult reviewing the Early Learning Guidelines, Environmental Rating Scale, and other state or national standards to develop lessons that will assist the child in scaffolding new learning. The adult has specific vocabulary planned, tools ready to use, and questions to engage the children’s curiosity.

24 El proceso de investigacion ylos niños pequeños Children’s exploration is technically called the Inquiry Process, but it is simply asking children to be aware, wonder, experiment, come up with predictions and document their findings. The most common STEM phrase: I WONDER….. They become AWARE, EXPLORE, ASK QUESTIONS (Inquire) and UTILIZE their knowledge in new situations. TRANSLATION: El proceso de investigacion y los niños pequeños 24

25 El Proceso de InvestigaciónApr-17 Adapted by Katrina L. Jones from Chalufour, I., & Worth, K. (2005). Young Scientist Series Observar Usar los cinco sentidos Preguntar Que si… Porque esto hace… Porque… Comunicar Compartir los resultados El Proceso de Investigación The Cycle of Inquiry—adults can aid in extending the learning by asking questions, focusing attention, providing more materials and examples and bringing together the data and ideas to formulate patterns, relationship and share these ideas. Adapted by Katrina L. Jones from Chalufour, I., & Worth, K. (2005). Young Scientist Series TRANSLATION: El proceso de investigacion – observar, preguntar el porque y como, colectar evidencia/informacion, analizar, comunicar/compartir los resultados Analizar Mira a la evidencia Colectar Evidencia Colectar información Adapted by Katrina L. Jones from Chalufour, I., & Worth, K. (2005). Young Scientist Series

26 Investigación Científica con la Pintura!Apr-17 Investigación Científica con la Pintura! observar El Proceso de Investigación en Acción Preguntar el porque comunicar analizar colectar evidencia Observe-question-collect evidence-analyze-communicate=repeat! It is not really complicated. Look at this example with a child examining paint colors. Children go through this cycle naturally. You can offer guidance, but even infants do the cycle of inquiry as they naturally explore their world. This is why we say “Play is a child’s work.” Children are doing scientific inquiry while they play  Turn to a partner and share 2 examples of young children engaging in the cycle of inquiry while they play. Kids' Potential, Our Purpose

27 STEM implica Hacer PreguntasApr-17 STEM implica Hacer Preguntas Las preguntas son los motores que impulsan las ciencias y la ingeniería ¿Que existe y que sucede? ¿Porque sucede? ¿Donde sucede? ¿Como sabe uno? QUESTIONS are a HUGE part of STEM. These are some examples. Have questions ready. Think about some examples to use, put them on cards or posted around the room to have handy if needed.

28 Preguntas para Extender el AprendizajeExtiende el aprendizaje de los niños haciendoles preguntas naturales y abiertas mientras juegan e investigan. Hable sobre sus cerebros y el pensamiento Espera ... y dale tiempo a los niños para pensar “¿ Que pasara si… que piensas tu?” Anímelos a hablar de sus pensamientos y preguntas QUESTIONS extend learning while children play and investigate. Don’t interrupt the child’s investigation by peppering them with questions, but be watching their cues (be a cue catcher), observe them as they play and investigate, and ask “I wonder” questions to extend learning. Encourage the children to think and wonder. Your questions can prompt more investigation and wondering.

29 Consejos para PreguntasObservar primero! Dar una señal que tienes una pregunta, como tocar la cabeza. Hacer una pregunta de composición abierta. Esperar respuestas únicas y individualizadas, no solo una respuesta ‘correcta’. Puede hacer señas, sin decir nada. Construir sobre el aprendizaje previo Extender el aprendizaje con mas ideas Powerful Interactions by Dublo, Jablon, Stetson Observe first! (Always start by watching and joining the child’s pace) Give a signal that you have a question, like tapping your head (a physical gesture alerts the child that you are wondering and going to ask a question) Ask an open ended thinking question (yes or no questions end the conversation, ask something that the children can add to) Expect unique, individualized answers, not just one ‘right’ answer-may gesture, not speak (non-verbal answers are ok, some children learning English) Build on prior learning (scaffold with what a child already knows, build on something familiar to the child) Extend the learning with more ideas (serve and return, keep the conversation or interaction going with more questions or ideas)

30 Entrantes de PreguntasApr-17 Entrantes de Preguntas ¿Que notas sobre eso ______? ¿Qué viste cuando estabas ________? ¿Como ______? (es el sabor, se siente, es el olor) ¿De que te recuerda esto? ¿Porque? Some ideas for asking open ended questions… Activity: Questions posted on the wall around the room. Students are given 3 examples of STEM activities, and go stand with others under a posted question. Have a discussion about how you could extend learning using this question.

31 Question Starters ¿Cómo es diferente a ______? ¿Cómo decidiste eso?Apr-17 Question Starters ¿Cómo es diferente a ______? ¿Cómo decidiste eso? ¿Que piensas que va a pasar? (pronostico) ¿Porque piensas que paso eso? ¿Cual parte es tu favorita? ¿Porque? Powerful Interactions by Dublo, Jablon, Stetson Some ideas for asking open ended questions… BREAK for 5 MINUTES

32 Meta #3 Desarrollando Actividades de STEM Libros que apoyan a STEMApr-17 Meta #3 Desarrollando Actividades de STEM Libros que apoyan a STEM Books are great tools to enhance STEM learning and to add information and extend children’s hands on experiences. The Office of the Superintendent of Public Instruction (OSPI) has 4 units posted that are built around using books with STEM. These are a few of the great books they suggest.

33 Directrices para el Desarrollo y el Aprendizaje Temprano del estado de WashingtonLet’s look at some statewide standards that support STEM: These are examples of the standards from the WA Early Learning and Development Guidelines (ELG’s) that focus on Math and Science. You will discover more as you look through the ELGs. They are listed for every age group. Show a copy of the ELG’s, go to the DEL webpage, spend time looking for ELG’s that relate to STEM if you have additional time. 33

34 OSPI Vías de Aprendizaje en Aritmética: Dirigiéndose a Habilidades Tempranas NuméricasContar y Cardinalidad Números y Operaciones en la Base Diez/ Fracciones Operaciones y Pensamiento Algebraico Medidas y Datos Geometría 2014. Developed by Julie Wagner in coordination with the Mathematics Teaching and Learning Department at the Office of Superintendent of Public Instruction (OSPI). If you have questions, please contact Julie at or by calling OSPI Learning Pathways in Numeracy: Addressing Early Numeracy Skills. These support WAKids. For more details about each area go to the OSPI website. These will help to inform your work supporting children’s math skills. This chart lists standard preschool through 1st grade developmental activities in numeracy. 34

35 Escala de Calificación del Ambiente (ERS) Escala utilizada para verificar la calidad en los entornos de aprendizaje temprano Área: Bloques ERS: Blocks! Examples: At least two types of blocks and a variety of accessories accessible daily (Ex. Large and small; homemade and commercial) Blocks and accessories are stored on open, labeled shelves (Ex. Labeled with picture or outline of blocks) Some block play available outdoors *** These slides reflect the most recent version (third edition) of ERS, but the handout is the revised version that is used by Early Achievers. Early Childhood Environment Rating Scale (ERS)—Revised Edition 35

36 ERS: La Naturaleza / CienciasIncludes many exploratory areas, inside and outside, including sand and water! 36

37 ERS: Matemáticas y ActividadesApr-17 ERS: Matemáticas y Actividades ¿Cómo se incluye las matemáticas en la vida y las actividades de los niños (no sólo de tener materiales)? Math Materials and Activities—caregivers look for relevant ways to include math and math materials in the everyday activities of children. How about comparison in a game a tug of war—counting the children, measuring distances, comparing. Setting the table using 1 to 1 correspondence, 1 plate and fork for each child

38 ERS: Matemáticas en Eventos DiariosApr-17 ERS: Matemáticas en Eventos Diarios Entender cómo el personal introduce los números a los niños de una manera significativa. Use numbers throughout the classroom and in many activities where you count, sort, classify, make patterns, measure, etc.

39 ERS: Matemáticas: Comprensión de Números EscritosApr-17 ERS: Matemáticas: Comprensión de Números Escritos Matemáticas no se trata de sólo tener acceso a los materiales, sino sobre cómo el personal utiliza y enseña con los materiales de una manera que envuelve a los niños. Help children subitize, which is recognizing how many blocks represent 5, for example, without having to count. Show a couple dice, and demonstrate knowing 3 or 5 at a glance.

40 Formatos de Aprendizaje Instructivo Desarrollo de ConceptosSistema de Puntación y Evaluación de Aulas (CLASS) Dimensiones de CLASS Formatos de Aprendizaje Instructivo Desarrollo de Conceptos Another early learning assessment tool is the CLASS instrument. Two dimensions that relate to STEM are Instructional Learning Formats and Concept development. Let’s look at these terms. For more information go to 40

41 CLASS Formatos de Aprendizaje InstructivoFacilitación Eficaz—proporcionando materiales y hacer preguntas, sobre la base de su aprendizaje Variedad de Modalidad y Materiales- tener mucho para elegir, muchas actividades de tacto Interés del Estudiante—¿están dedicados los niños? Claridad de Objetivos de Aprendizaje—¿es usted intencional con sus planes y metas para STEM? Effective Facilitation (Teacher involvement, Effective questioning, Expanding children’s involvement) Variety of Modality and Materials (Range of auditory, visual and movement opportunities, interesting and creative materials, hands on opportunities) Student Interest (Active participation, listening, focused attention) Clarity of Learning Objectives (Advanced organizers, summaries, reorientation statements) Kids' Potential, Our Purpose

42 CLASS Desarrollo del ConceptoApr-17 CLASS Desarrollo del Concepto Análisis y Razonamiento—preguntas, pronosticos, clasificación, evaluación La Creación de—nuevas ideas! Integración—conecte con lo que el niño ya sabe y con lo que esta familiarizado Conexiones con el Mundo Real—que sea relevante para sus vidas Analysis and Reasoning (why and/or how questions, problem solving, prediction/experimentation, classification/comparison, evaluation) Creating (brainstorming, planning, producing) Integration (connect concepts, integrates with previous knowledge) Connections to the Real World (real world applications, related to students’ lives) Kids' Potential, Our Purpose

43 Vamos a ver un video de 5 minutos de niños haciendo exploraciones de STEMWrite down at least 6 things you notice that enhance hands-on, discovery STEM learning in this classroom setting. Discuss some examples of the following seen in the video in small groups 1. Cycles of Inquiry 2. Naturalistic Experiences are spontaneously initiated by children 3. Informal Learning Experiences are initiated by the adults as they observe the child’s curiosity, not planned 4. Adult-Guided Experiences are planned by the adult and focused on direct instruction Share examples with a partner 43

44 Para niños pequeños y preescolaresPaquetes de STEM Para niños pequeños y preescolares Let’s look at the STEM kits that you can use in your classrooms. Look for examples of the following to discuss in small groups, and share out. Cycles of Inquiry Naturalistic Experiences are spontaneously initiated by children 3. Informal Learning Experiences are initiated by the adults as they observe the child’s curiosity, not planned 4. Adult-Guided Experiences are planned by the adult and focused on direct instruction Show a sample flier with all the items in the kits. 44

45 Incluye Varias Áreas de AprendizajeLibros Grupos Bloques Arte Comida Movimiento Teatro STEM is part of every learning area in your classroom. It is not just a science table or block center. Investigations can take place anywhere. Observe; Question; Collect Evidence; Analyze; Communicate---Observe again! 45

46 En Grupos Pequeños: Comparte lo que Planeas Hacer¿Qué materiales en su salón de clases o actividades se pueden utilizar para aumentar la comprensión en ... Ciencias? Tecnología? Ingeniería? Matemáticas? Pull up the definition of STEM from slide 16 if needed. 46

47 To Summarize: Children love to experiment! Give them materials and let them explore and use their senses, predict what might happen, try things out, solve problems and document their findings. Get them outside, learning about a healthy lifestyle. Take them on field trips. Use books to teach STEM principles guide with “I wonder” questions. Make the environment rich with tools such as magnifying glasses, griddles, scissors, art supplies, blocks, ramps, Unifix cubes, sand & water tables, etc. Help them communicate and document what they learn. Graph their findings on charts of paper, help them draw pictures, dictate stories, have conversations with others, sort and classify their discoveries. Go beyond the questions, into collecting evidence about what they see and think, analyze their discoveries, then communicate what they find so they can share their ideas with others and get new ideas. TRANSLATION: ¿Se unde o flota? 47

48 Resolución de ProblemasEn Resumen, STEM es: Razonamiento Pronosticar Hacer Hipótesis Resolución de Problemas Key vocabulary terms to prepare children for school readiness: Reasoning, predicting; problem solving; hypothesizing. Key vocabulary terms to prepare children for school readiness: Reasoning, predicting; problem solving; hypothesizing. Using STEM vocabulary teaches children to be comfortable with the new vocabulary. Using Math terms is called Mathematizing. 48

49 STEM ES Divertido! CREAR Explorar Dirigido por Niños Final InconclusoAprendizaje Tacto CREAR Final Inconcluso Dirigido por Niños Remember: STEM is not dry rote learning, it is interactive and includes all the areas of your learning environment. Have fun with STEM and children will go into kindergarten excited about science, technology, engineering and math! 49

50 Recursos Escala de Calificacion del Ambiente de la Niñez Temprana (ERS): El Sistema de CLASS La Iniciativa de la Proxima Generacion Mas Saludable 50

51 Recursos Powerful Interactions: how to connect with children to extend their learning; Dumbro, Jablon, Stetson (2011) NAEYC Math and Science for Young Children; Charlesworth & Lind (2013) 7th Ed. Illinois: Wadsworth Cengage Teach Preschool: Promoting Excellence in Early Childhood Education: 51

52 Recursos Directrices para el Desarrollo y el Aprendizaje Temprano WA Office of Superintendent of Public Instruction (OSPI) STEM Lessons AND Pathways in Numeracy 52

53 Gracias ¿Preguntas? (add trainer contact info) 53