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	Contemporary Perspectives on Science and Technology in Early Childhood Education Edited by: Olivia Saracho, University of Maryland Bernard Spodek, University of Illinois ORDER ONLINE Paperback $39.99 ISBN: 978-1-59311-635-4 Hardcover $73.99 ISBN: 978-1-59311-636-1 We use Paypal for online orders. Click here for more information about ordering from IAP. RELATED TITLES Contemporary Perspectives on Early Childhood Curriculum Contemporary Perspectives on Early Childhood Ed Personnel: Preparation, Practice and Professionalism Contemporary Perspectives on Families, Communities and Schools for Young Children Contemporary Perspectives on Language Policy and Literacy Instruction in Early Childhood Education Contemporary Perspectives on Literacy in Early Childhood Education Contemporary Perspectives on Play in Early Childhood Education International Perspectives on Research in Early Childhood Education Studying Teachers in Early Childhood Settings Contemporary Perspectives on Socialization and Social Development in Early Childhood Education Contemporary Perspectives on Social Learning in Early Childhood Education Contemporary Perspectives on Mathematics in Early Childhood Education RELATED CATEGORIES > Early Childhood Education > Technology 2008. A volume in the series: Contemporary Perspectives in Early Childhood Education. Series Editor(s): Olivia Saracho, University of Maryland and Bernard Spodek, University of Illinois Search inside this book: For decades, politicians, businessmen and other leaders have been concerned with the quality of education, including early childhood education, in the United States. While more than 50% of the children between the ages of three and five are enrolled in preschool and kindergarten programs in the United States, no state, federal, or national standards exist for science or technology education in preschool or kindergarten programs. Knowledge about science and technology is an important requirement for all in contemporary society. An increasing number of professions require the use of scientific concepts and technological skills and society as a whole depends on scientific knowledge. Scientific and technological knowledge should be a part of every individual’s education. There are many ways to enhance young children’s scientific thinking and problem-solving skills as well as their technological abilities. The purpose of this volume is to present a critical analysis of reviews of research on science and technology education in early childhood education. The first part of the volume includes contributions by leading scholars in science, while the second part includes contributions by leading scholars in technology. CONTENTS: Introduction: The Reciprocity between Science and Technology, Olivia N. Saracho and Bernard Spodek. Scientific and Technological Literacy Research: Principles and Practices, Olivia N. Saracho and Bernard Spodek. Early Childhood Science Process Skills: Social and Developmental Considerations, Ithel Jones, Vickie E. Lake, and Miranda Lin. Knowledge Acquisition as Conceptual Change: The Case of a Theory of Biology, Grady J. Venville. Affect and Early Childhood Science Education, Michalinos Zembylas. New Technologies in Early Childhood: Partners in Play? Doris Bergen. Engineers and Storytellers: Using Robotic Manipulatives to Develop Technological Fluency in Early Childhood, Marina S. Bers. Mathematics and Technology: Supporting Learning for Students and Teachers, Douglas H. Clements and Julie Sarama. Vocabulary Learning by Computer in Kindergarten: The Possibilities of Interactive Vocabulary Books, Eliane Segers and Anne Vermeer. A Future Research Agenda for Early Childhood Science and Technology, Olvia N. Saracho and Bernard Spodek. About the Contributors.