Technology and banking industry leaders also support efforts to make STEM accessible to America's preschoolers (e.g., American Honda Foundation, 2010 Motorola Foundation, n.d.). The current presidential administration has pledged to make this domain a priority at the prekindergarten level (вЂњBarack Obama and Joe Biden's Plan,вЂќ n.d.), and the National Science Foundation's Discovery Research K-12 program has begun to solicit and fund proposals to study science, technology, engineering, and mathematics (STEM) educational programs that support prekindergarten children and those who teach them. states have articulated learning expectations for preschool science, either as a stand-alone area or as part of expectations for general cognition and language (Scott-Little, Lesko, Martella, & Milburn, 2007 Snow & Van Hemel, 2008). Department of Health and Human Services, 2003). The Head Start Child Outcomes Framework includes science among its eight readiness domains (U.S. The National Association for the Education of Young Children (NAEYC, n.d.) holds that children should be provided various opportunities and materials to learn key content and principles of science. In the early education field, makers of widely used and respected comprehensive preschool curricula such as the Creative Curriculum ( ) are strengthening their offerings in science, and subject-specific programs have emerged (Brenneman, Stevenson-Boyd, & Frede, 2009). IntroductionДЄlthough interest in preschool science is not new (see Riechard, 1973, for a review of programs to that date), this area of learning is enjoying renewed attention in the United States among those concerned with prekindergarten education and with improving scientific literacy and achievement among the nation's citizens. The article also discusses classroom quality measures related to science learning. The article discusses learning and knowledge assessments, which include supporting and assessing science learning during everyday interactions performance-based assessments for individualized instruction, progress monitoring, and curricular evaluation direct assessments of science learning and assessments of science-relevant skills and dispositions. This article reports on a number of promising tools and approaches for evaluating childrenвЂ™s learning progress in science and the quality of instructional supports for this learning. Despite the increased interest and funding investment in early science education and the expectation that high-quality educational supports will result in improved school readiness and achievement in science and related domains, research and program evaluation efforts are limited by a lack of appropriate assessments for learning and classroom instructional quality in science. National Institute for Early Education Research AbstractДЄlthough interest in preschool science is not new in the United States, this area of learning is enjoying renewed attention among those concerned with prekindergarten education and with improving scientific literacy and achievement among the nation's citizens. В©The Author(s) 2011 Assessment for Preschool Science Learning and Learning Environments View in Chinese (PDF) Mirar esta pГЎgina en espaГ±ol Home Journal Contents Issue Contents

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