OverviewofCharlesDarwin'sobservationsandinsightsthatledtothedevelopmentofthetheoryofevolutionbynaturalselection:**VoyageoftheBeagle**:Darwin'stravelsandobservationsofbiodiversityandgeologi
calformations.**NaturalSelection**:MechanismproposedbyDarwintoexplainhowevolutionoccursthroughdifferentialsurvivalandreproductionoforganismswithadvantageoustraits.**EvidenceforEvolution*
*:Examinationofvariouslinesofevidencesupportingthetheoryofevolution:**FossilRecord**:Transitionalformsandpatternsofspecieschangeovertime.**Biogeography**:Distributionofspeciesandsimilarities
amongorganismsondifferentcontinents.**ComparativeAnatomy**:Homologousstructuresandvestigialorgansamongdifferentspecies.**MolecularBiology**:SimilaritiesinDNA,RNA,andproteinsequences
amongorganismsindicatingcommonancestry.**MechanismsofEvolution**:Explorationofprocessesthatdriveevolutionarychange:**NaturalSelection**:Differentialsurvivalandreproductionofindividualswi
thadvantageoustraits.**GeneticDrift**:Randomchangesinallelefrequenciesinsmallpopulations.**GeneFlow**:Movementofgenesbetweenpopulationsthroughmigration.**Mutation**:Sourceofnewgeneti
cvariation.**ModernSynthesisofEvolutionaryTheory**:IntegrationofDarwinianevolutionwithgenetics(populationgenetics),explaininghowgeneticvariationandnaturalselectionshapeevolutionarypatterns.*
*PatternsandRatesofEvolution**:Examinationofevolutionarypatterns,including:**AdaptiveRadiation**:Diversificationofasingleancestralspeciesintoavarietyofformsinresponsetodifferentenvironmentalni
ches.**ConvergentEvolution**:Independentevolutionofsimilartraitsindifferentlineages.**PunctuatedEquilibrium**:Periodsofrapidevolutionarychangefollowedbylongperiodsofstability.**HumanEvoluti
on**:Overviewofhumanevolution,includingfossilevidence(e.g.,Australopithecus,Homospecies)andgeneticstudiesrevealingrelationshipsamongmodernhumanpopulations.**EvolutionaryMechanismsandA
daptation**:Discussiononhowevolutionarymechanisms(naturalselection,geneticdrift)contributetoadaptationoforganismstotheirenvironments.**EvolutionandSpeciation**:Explanationofspeciationasthepr
ocessbywhichnewspeciesarise,includingallopatric,sympatric,andparapatricspeciation.**EmergingTopicsinEvolutionaryBiology**:Introductiontocurrentresearchtopicsandadvancementsinevolutionarybiol
ogy,suchasevolutionarydevelopmentalbiology(evo-
Instructor Manual for all Chaptes
Howard, Rebecca and Charlesworth, Rosalind, Math and Science for Young Children, 9e, 2025,
9780357636565; Chapter 1: Development, Acquisition, Problem Solving, and Assessment
TABLE OF CONTENTS
Purpose and Perspective of the Chapter ................................................................................................... 2
Chapter Objectives ...................................................................................................................................... 2
What’s New in This Chapter ...................................................................................................................... 2
Chapter Outline ........................................................................................................................................... 2
Additional Resources ................................................................................................................................ 10
Primary Sources ...................................................................................................................................... 10
PURPOSE AND PERSPECTIVE OF THE CHAPTER
The purpose of this chapter is to provide an understanding of concept development in science, technology,
engineering, and mathematics (STEM), emphasizing the importance of foundational exploratory activities in
infancy and toddlerhood. It explores the integration of arts into STEM (STEAM) and highlights the
significance of adhering to principles and standards outlined by professional organizations and national
curriculum guidelines. Constructivism, rooted in the theories of Piaget, Vygotsky, and Bruner, is discussed
as a framework for children’s intellectual autonomy and knowledge construction. The chapter also outlines
various learning experiences, including naturalistic, informal, and adult-guided, considering factors such as
learning styles, cultural background, and digital technology’s role in STEM education. Additionally, it
delineates the six steps in the Curriculum Planning Cycle, emphasizing problem-solving and inquiry as
central processes, and underscores the importance of assessment integrated with instruction and tailored to
individual needs, with a focus on observation, interview techniques, and equitable assessment methods.
CHAPTER OBJECTIVES
The following objectives are addressed in this chapter:
1-1 Define concept development, and identify the concepts children are developing in early
childhood.
1-2 Describe three types of learning experiences, and give an example of each.
© 2025 Cengage Learning, Inc. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly
1
accessible website, in whole or in part.
, 1-3 Create and integrate lessons and activities using the six steps in instruction suggested in this
chapter.
1-4 Understand the reasons for development of the National Assessment Standards.
[return to top]
WHAT’S NEW IN THIS CHAPTER
The following elements are improvements in this chapter from the previous edition:
● Addition of developmentally appropriate practices and STEM
● Addition of the topic Digital Technology Today
OverviewofCharlesDarwin'sobservationsandinsightsthatledtothedevelopmentofthetheoryofevolutionbynaturalselection:**VoyageoftheBeagle**:Darwin'stravelsandobservationsofbiodiversityandgeologicalform
ations.**NaturalSelection**:MechanismproposedbyDarwintoexplainhowevolutionoccursthroughdifferentialsurvivalandreproductionoforganismswithadvantageoustraits.**EvidenceforEvolution**:Examination
ofvariouslinesofevidencesupportingthetheoryofevolution:**FossilRecord**:Transitionalformsandpatternsofspecieschangeovertime.**Biogeography**:Distributionofspeciesandsimilaritiesamongorganismsondi
fferentcontinents.**ComparativeAnatomy**:Homologousstructuresandvestigialorgansamongdifferentspecies.**MolecularBiology**:SimilaritiesinDNA,RNA,andproteinsequencesamongorganismsindicatingco
mmonancestry.**MechanismsofEvolution**:Explorationofprocessesthatdriveevolutionarychange:**NaturalSelection**:Differentialsurvivalandreproductionofindividualswithadvantageoustraits.**GeneticDrift
**:Randomchangesinallelefrequenciesinsmallpopulations.**GeneFlow**:Movementofgenesbetweenpopulationsthroughmigration.**Mutation**:Sourceofnewgeneticvariation.**ModernSynthesisofEvolutionar
yTheory**:IntegrationofDarwinianevolutionwithgenetics(populationgenetics),explaininghowgeneticvariationandnaturalselectionshapeevolutionarypatterns.**PatternsandRatesofEvolution**:Examinationofevol
utionarypatterns,including:**AdaptiveRadiation**:Diversificationofasingleancestralspeciesintoavarietyofformsinresponsetodifferentenvironmentalniches.**ConvergentEvolution**:Independentevolutionofsimi
lartraitsindifferentlineages.**PunctuatedEquilibrium**:Periodsofrapidevolutionarychangefollowedbylongperiodsofstability.**HumanEvolution**:Overviewofhumanevolution,includingfossilevidence(e.g.,Aust
ralopithecus,Homospecies)andgeneticstudiesrevealingrelationshipsamongmodernhumanpopulations.**EvolutionaryMechanismsandAdaptation**:Discussiononhowevolutionarymechanisms(naturalselection,ge
neticdrift)contributetoadaptationoforganismstotheirenvironments.**EvolutionandSpeciation**:Explanationofspeciationastheprocessbywhichnewspeciesarise,includingallopatric,sympatric,andparapatricspeciati
on.**EmergingTopicsinEvolutionaryBiology**:Introductiontocurrentresearchtopicsandadvancementsinevolutionarybiology,suchasevolutionarydevelopmentalbiology(evo-
[return to top]
CHAPTER OUTLINE
The following outline organizes activities (including any existing discussion questions in PowerPoints or other
supplements) and assessments by chapter (and therefore by topic), so that you can see how all the content
relates to the topics covered in the text.
I. Concept Development (01.01; PPT Slide 3)
i. In early childhood, children actively acquire fundamental concepts and process skills
such as one-to-one correspondence, counting, classifying, measuring, and applying
the scientific method.
ii. As children grow and develop physically, socially, and mentally, their concepts
also evolve, beginning in infancy as they explore the world with their senses and
gradually develop spatial sense and understanding of concepts like size, weight,
shape, time, and space through exploration and interaction with their
environment.
a. Relationships Between Science, Technology, Engineering, Math, and Art (STEM and
STEAM)
i. Fundamental concepts developed in early childhood form the basis of
understanding in science, technology, engineering, and math (STEM).
ii. Anxiety surrounding teaching these subjects can be alleviated by referring to specific
chapters that provide overviews of materials and activities for young children.
Understanding the interrelationships between STEM components and the importance
of process skills is essential for problem-solving across disciplines.
b. Rationale for Standards and Common Core Curriculum Guidelines
i. National professional organizations such as NCTM, NRC, and NAEYC have
developed standards and guidelines for teaching in various subject areas,
© 2025 Cengage Learning, Inc. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly
2
accessible website, in whole or in part.
, including mathematics, science, and early childhood education, which serve as
frameworks for educators to develop core curricula aligned with these standards.
ii. These standards, such as Next Generation Science Standards (NGSS) and Common
Core State Standards for Mathematics (CCSSM), provide performance benchmarks
and developmental placement of key concepts and skills, aiming to promote a deeper
understanding of concepts and processes through interactive learning experiences.
c. The Movement Toward National Core State Curriculum Standards
i. As of 2023, 40 states have retained common K–12 curriculum standards, with a
growing focus on standards for early childhood education up to age 5, aiming for a
balanced approach that includes math, literacy, science, art, and social/emotional
development.
ii. The CCSSM and the NGSS provide structured frameworks designed to enhance
mathematical understanding and scientific exploration, integrating scientific and
engineering practices with crosscutting concepts across grade levels.
OverviewofCharlesDarwin'sobservationsandinsightsthatledtothedevelopmentofthetheoryofevolutionbynaturalselection:**VoyageoftheBeagle**:Darwin'stravelsandobservationsofbiodiversityandgeolo
gicalformations.**NaturalSelection**:MechanismproposedbyDarwintoexplainhowevolutionoccursthroughdifferentialsurvivalandreproductionoforganismswithadvantageoustraits.**EvidenceforEvolut
ion**:Examinationofvariouslinesofevidencesupportingthetheoryofevolution:**FossilRecord**:Transitionalformsandpatternsofspecieschangeovertime.**Biogeography**:Distributionofspeciesandsimi
laritiesamongorganismsondifferentcontinents.**ComparativeAnatomy**:Homologousstructuresandvestigialorgansamongdifferentspecies.**MolecularBiology**:SimilaritiesinDNA,RNA,andproteins
equencesamongorganismsindicatingcommonancestry.**MechanismsofEvolution**:Explorationofprocessesthatdriveevolutionarychange:**NaturalSelection**:Differentialsurvivalandreproductionofin
dividualswithadvantageoustraits.**GeneticDrift**:Randomchangesinallelefrequenciesinsmallpopulations.**GeneFlow**:Movementofgenesbetweenpopulationsthroughmigration.**Mutation**:Sourc
eofnewgeneticvariation.**ModernSynthesisofEvolutionaryTheory**:IntegrationofDarwinianevolutionwithgenetics(populationgenetics),explaininghowgeneticvariationandnaturalselectionshapeevoluti
onarypatterns.**PatternsandRatesofEvolution**:Examinationofevolutionarypatterns,including:**AdaptiveRadiation**:Diversificationofasingleancestralspeciesintoavarietyofformsinresponsetodiffere
ntenvironmentalniches.**ConvergentEvolution**:Independentevolutionofsimilartraitsindifferentlineages.**PunctuatedEquilibrium**:Periodsofrapidevolutionarychangefollowedbylongperiodsofstabil
ity.**HumanEvolution**:Overviewofhumanevolution,includingfossilevidence(e.g.,Australopithecus,Homospecies)andgeneticstudiesrevealingrelationshipsamongmodernhumanpopulations.**Evoluti
onaryMechanismsandAdaptation**:Discussiononhowevolutionarymechanisms(naturalselection,geneticdrift)contributetoadaptationoforganismstotheirenvironments.**EvolutionandSpeciation**:Expla
nationofspeciationastheprocessbywhichnewspeciesarise,includingallopatric,sympatric,andparapatricspeciation.**EmergingTopicsinEvolutionaryBiology**:Introductiontocurrentresearchtopicsandadv
ancementsinevolutionarybiology,suchasevolutionarydevelopmentalbiology(evo-
d. National Standards for Professional Preparation
i. Standards for Professional Preparation, particularly in early childhood education,
as outlined by NAEYC, cover six key areas including child development, family
engagement, assessment, culturally appropriate teaching practices, academic
content integration, and professionalism. NAEYC Standard 5 emphasizes the
importance of knowledge and application of academic content, including
mathematics, science, and visual arts, for designing and implementing
developmentally appropriate curriculum in early childhood settings.
e. Constructivism
i. Jean Piaget’s theory of constructivism posits that individuals construct their own
understanding by linking new experiences with existing knowledge, forming
conceptualizations that make sense to them.
ii. Piaget identified four periods of cognitive development: the sensorimotor period
(birth to about age 2), the preoperational period (ages 2 to 7), the concrete
operations period (ages 7 to 11), and the formal operations period (ages 11
through adulthood), each characterized by distinct cognitive milestones and
advancements such as object permanence, symbolic play, conservation, and
abstract problem-solving abilities.
f. The Learning Cycle
i. The Science Curriculum Improvement Study (SCIS) materials utilize a
Piagetian-based learning cycle approach, reflecting the idea that science
education should engage students in hands-on exploration, data collection, and
conceptual invention.
ii. This learning cycle, encompassing exploration, concept development, and concept
application phases, guides curriculum development and teaching strategies, with
teachers facilitating exploration by providing developmentally appropriate materials
and environments for students to construct their own understanding of scientific
© 2025 Cengage Learning, Inc. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly
3
accessible website, in whole or in part.
, concepts, such as shapes in a lesson example.
g. Adapting the Learning Cycle to Early Childhood
i. Bredekamp and Rosegrant (1992) adapted the learning cycle for early childhood
education, comprising four processes: Awareness, Exploration, Inquiry, and
Utilization.
ii. Each process involves children gradually constructing understanding through
sensory experiences, guided by adults who facilitate exploration, guide inquiry, and
provide opportunities for application.
iii. The cycle progresses as children encounter new situations, beginning with
awareness and advancing through exploration, inquiry, and utilization, aligning
with their developmental stages.
h. Multimodal Creative Inquiry
i. Recent work has explored the use of multimodal creative inquiry as a means to
enhance meaning-making in early childhood education. Multimodal creative
inquiry engages various learning processes, including linguistic, visual, kinesthetic,
aural, and spatial modalities, grounded in Vygotskian cultural–historical theory.
ii. This approach, which builds upon the learning cycle, enriches play-based
learning by integrating physical and digital play spaces, offering a transformative
learning experience for children.
OverviewofCharlesDarwin'sobservationsandinsightsthatledtothedevelopmentofthetheoryofevolutionbynaturalselection:**VoyageoftheBeagle**:Darwin'stravelsandobservationsofbiodiversityandgeolog
icalformations.**NaturalSelection**:MechanismproposedbyDarwintoexplainhowevolutionoccursthroughdifferentialsurvivalandreproductionoforganismswithadvantageoustraits.**EvidenceforEvolutio
n**:Examinationofvariouslinesofevidencesupportingthetheoryofevolution:**FossilRecord**:Transitionalformsandpatternsofspecieschangeovertime.**Biogeography**:Distributionofspeciesandsimilari
tiesamongorganismsondifferentcontinents.**ComparativeAnatomy**:Homologousstructuresandvestigialorgansamongdifferentspecies.**MolecularBiology**:SimilaritiesinDNA,RNA,andproteinseque
ncesamongorganismsindicatingcommonancestry.**MechanismsofEvolution**:Explorationofprocessesthatdriveevolutionarychange:**NaturalSelection**:Differentialsurvivalandreproductionofindividu
alswithadvantageoustraits.**GeneticDrift**:Randomchangesinallelefrequenciesinsmallpopulations.**GeneFlow**:Movementofgenesbetweenpopulationsthroughmigration.**Mutation**:Sourceofnew
geneticvariation.**ModernSynthesisofEvolutionaryTheory**:IntegrationofDarwinianevolutionwithgenetics(populationgenetics),explaininghowgeneticvariat ionandnaturalselectionshapeevolutionarypatt
erns.**PatternsandRatesofEvolution**:Examinationofevolutionarypatterns,including:**AdaptiveRadiation**:Diversificationofasingleancestralspeciesintoavarietyofformsinresponsetodifferentenvironm
entalniches.**ConvergentEvolution**:Independentevolutionofsimilartraitsindifferentlineages.**PunctuatedEquilibrium**:Periodsofrapidevolutionarychangefollowedbylongperiodsofstability.**Human
Evolution**:Overviewofhumanevolution,includingfossilevidence(e.g.,Australopithecus,Homospecies)andgeneticstudiesrevealingrelationshipsamongmodernhumanpopulations.**EvolutionaryMechanis
msandAdaptation**:Discussiononhowevolutionarymechanisms(naturalselection,geneticdrift)contributetoadaptationoforganismstotheirenvironments.**EvolutionandSpeciation**:Explanationofspeciatio
nastheprocessbywhichnewspeciesarise,includingallopatric,sympatric,andparapatricspeciation.**EmergingTopicsinEvolutionaryBiology**:Introductiontocurrentresearchtopicsandadvancementsinevoluti
onarybiology,suchasevolutionarydevelopmentalbiology(evo-
II. Types of Learning Experiences (01.0; PPT Slide 29)
i. Children learn best when they engage in meaningful and familiar situations,
actively constructing knowledge and discovering relationships within their
environments.
ii. There are three types of learning experiences: naturalistic, where children control
choice and action; informal, where children choose activities with adult
intervention; and adult-guided, where adults choose the experience and provide
direction.
iii. These experiences align with both Piagetian constructivist and Vygotskian views,
with naturalistic experiences fitting the constructivist approach and informal and
adult-guided experiences aligning with Vygotskian theory.
iv. All three types of experiences can be integrated into lessons structured around the
learning cycle and multimodal creative inquiry, catering to different learning styles and
cultural backgrounds.
a. Naturalistic Experiences
i. Naturalistic experiences occur spontaneously as children engage in their daily
activities, serving as a primary mode of learning during the sensorimotor period
and remaining valuable for older children as well.
ii. Adults play a supportive role by providing a stimulating environment and
observing children’s activities, responding with encouragement, descriptions, or
elaborations.
iii. Examples of naturalistic experiences include counting pennies, observing plant
© 2025 Cengage Learning, Inc. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly
4
accessible website, in whole or in part.
calformations.**NaturalSelection**:MechanismproposedbyDarwintoexplainhowevolutionoccursthroughdifferentialsurvivalandreproductionoforganismswithadvantageoustraits.**EvidenceforEvolution*
*:Examinationofvariouslinesofevidencesupportingthetheoryofevolution:**FossilRecord**:Transitionalformsandpatternsofspecieschangeovertime.**Biogeography**:Distributionofspeciesandsimilarities
amongorganismsondifferentcontinents.**ComparativeAnatomy**:Homologousstructuresandvestigialorgansamongdifferentspecies.**MolecularBiology**:SimilaritiesinDNA,RNA,andproteinsequences
amongorganismsindicatingcommonancestry.**MechanismsofEvolution**:Explorationofprocessesthatdriveevolutionarychange:**NaturalSelection**:Differentialsurvivalandreproductionofindividualswi
thadvantageoustraits.**GeneticDrift**:Randomchangesinallelefrequenciesinsmallpopulations.**GeneFlow**:Movementofgenesbetweenpopulationsthroughmigration.**Mutation**:Sourceofnewgeneti
cvariation.**ModernSynthesisofEvolutionaryTheory**:IntegrationofDarwinianevolutionwithgenetics(populationgenetics),explaininghowgeneticvariationandnaturalselectionshapeevolutionarypatterns.*
*PatternsandRatesofEvolution**:Examinationofevolutionarypatterns,including:**AdaptiveRadiation**:Diversificationofasingleancestralspeciesintoavarietyofformsinresponsetodifferentenvironmentalni
ches.**ConvergentEvolution**:Independentevolutionofsimilartraitsindifferentlineages.**PunctuatedEquilibrium**:Periodsofrapidevolutionarychangefollowedbylongperiodsofstability.**HumanEvoluti
on**:Overviewofhumanevolution,includingfossilevidence(e.g.,Australopithecus,Homospecies)andgeneticstudiesrevealingrelationshipsamongmodernhumanpopulations.**EvolutionaryMechanismsandA
daptation**:Discussiononhowevolutionarymechanisms(naturalselection,geneticdrift)contributetoadaptationoforganismstotheirenvironments.**EvolutionandSpeciation**:Explanationofspeciationasthepr
ocessbywhichnewspeciesarise,includingallopatric,sympatric,andparapatricspeciation.**EmergingTopicsinEvolutionaryBiology**:Introductiontocurrentresearchtopicsandadvancementsinevolutionarybiol
ogy,suchasevolutionarydevelopmentalbiology(evo-
Instructor Manual for all Chaptes
Howard, Rebecca and Charlesworth, Rosalind, Math and Science for Young Children, 9e, 2025,
9780357636565; Chapter 1: Development, Acquisition, Problem Solving, and Assessment
TABLE OF CONTENTS
Purpose and Perspective of the Chapter ................................................................................................... 2
Chapter Objectives ...................................................................................................................................... 2
What’s New in This Chapter ...................................................................................................................... 2
Chapter Outline ........................................................................................................................................... 2
Additional Resources ................................................................................................................................ 10
Primary Sources ...................................................................................................................................... 10
PURPOSE AND PERSPECTIVE OF THE CHAPTER
The purpose of this chapter is to provide an understanding of concept development in science, technology,
engineering, and mathematics (STEM), emphasizing the importance of foundational exploratory activities in
infancy and toddlerhood. It explores the integration of arts into STEM (STEAM) and highlights the
significance of adhering to principles and standards outlined by professional organizations and national
curriculum guidelines. Constructivism, rooted in the theories of Piaget, Vygotsky, and Bruner, is discussed
as a framework for children’s intellectual autonomy and knowledge construction. The chapter also outlines
various learning experiences, including naturalistic, informal, and adult-guided, considering factors such as
learning styles, cultural background, and digital technology’s role in STEM education. Additionally, it
delineates the six steps in the Curriculum Planning Cycle, emphasizing problem-solving and inquiry as
central processes, and underscores the importance of assessment integrated with instruction and tailored to
individual needs, with a focus on observation, interview techniques, and equitable assessment methods.
CHAPTER OBJECTIVES
The following objectives are addressed in this chapter:
1-1 Define concept development, and identify the concepts children are developing in early
childhood.
1-2 Describe three types of learning experiences, and give an example of each.
© 2025 Cengage Learning, Inc. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly
1
accessible website, in whole or in part.
, 1-3 Create and integrate lessons and activities using the six steps in instruction suggested in this
chapter.
1-4 Understand the reasons for development of the National Assessment Standards.
[return to top]
WHAT’S NEW IN THIS CHAPTER
The following elements are improvements in this chapter from the previous edition:
● Addition of developmentally appropriate practices and STEM
● Addition of the topic Digital Technology Today
OverviewofCharlesDarwin'sobservationsandinsightsthatledtothedevelopmentofthetheoryofevolutionbynaturalselection:**VoyageoftheBeagle**:Darwin'stravelsandobservationsofbiodiversityandgeologicalform
ations.**NaturalSelection**:MechanismproposedbyDarwintoexplainhowevolutionoccursthroughdifferentialsurvivalandreproductionoforganismswithadvantageoustraits.**EvidenceforEvolution**:Examination
ofvariouslinesofevidencesupportingthetheoryofevolution:**FossilRecord**:Transitionalformsandpatternsofspecieschangeovertime.**Biogeography**:Distributionofspeciesandsimilaritiesamongorganismsondi
fferentcontinents.**ComparativeAnatomy**:Homologousstructuresandvestigialorgansamongdifferentspecies.**MolecularBiology**:SimilaritiesinDNA,RNA,andproteinsequencesamongorganismsindicatingco
mmonancestry.**MechanismsofEvolution**:Explorationofprocessesthatdriveevolutionarychange:**NaturalSelection**:Differentialsurvivalandreproductionofindividualswithadvantageoustraits.**GeneticDrift
**:Randomchangesinallelefrequenciesinsmallpopulations.**GeneFlow**:Movementofgenesbetweenpopulationsthroughmigration.**Mutation**:Sourceofnewgeneticvariation.**ModernSynthesisofEvolutionar
yTheory**:IntegrationofDarwinianevolutionwithgenetics(populationgenetics),explaininghowgeneticvariationandnaturalselectionshapeevolutionarypatterns.**PatternsandRatesofEvolution**:Examinationofevol
utionarypatterns,including:**AdaptiveRadiation**:Diversificationofasingleancestralspeciesintoavarietyofformsinresponsetodifferentenvironmentalniches.**ConvergentEvolution**:Independentevolutionofsimi
lartraitsindifferentlineages.**PunctuatedEquilibrium**:Periodsofrapidevolutionarychangefollowedbylongperiodsofstability.**HumanEvolution**:Overviewofhumanevolution,includingfossilevidence(e.g.,Aust
ralopithecus,Homospecies)andgeneticstudiesrevealingrelationshipsamongmodernhumanpopulations.**EvolutionaryMechanismsandAdaptation**:Discussiononhowevolutionarymechanisms(naturalselection,ge
neticdrift)contributetoadaptationoforganismstotheirenvironments.**EvolutionandSpeciation**:Explanationofspeciationastheprocessbywhichnewspeciesarise,includingallopatric,sympatric,andparapatricspeciati
on.**EmergingTopicsinEvolutionaryBiology**:Introductiontocurrentresearchtopicsandadvancementsinevolutionarybiology,suchasevolutionarydevelopmentalbiology(evo-
[return to top]
CHAPTER OUTLINE
The following outline organizes activities (including any existing discussion questions in PowerPoints or other
supplements) and assessments by chapter (and therefore by topic), so that you can see how all the content
relates to the topics covered in the text.
I. Concept Development (01.01; PPT Slide 3)
i. In early childhood, children actively acquire fundamental concepts and process skills
such as one-to-one correspondence, counting, classifying, measuring, and applying
the scientific method.
ii. As children grow and develop physically, socially, and mentally, their concepts
also evolve, beginning in infancy as they explore the world with their senses and
gradually develop spatial sense and understanding of concepts like size, weight,
shape, time, and space through exploration and interaction with their
environment.
a. Relationships Between Science, Technology, Engineering, Math, and Art (STEM and
STEAM)
i. Fundamental concepts developed in early childhood form the basis of
understanding in science, technology, engineering, and math (STEM).
ii. Anxiety surrounding teaching these subjects can be alleviated by referring to specific
chapters that provide overviews of materials and activities for young children.
Understanding the interrelationships between STEM components and the importance
of process skills is essential for problem-solving across disciplines.
b. Rationale for Standards and Common Core Curriculum Guidelines
i. National professional organizations such as NCTM, NRC, and NAEYC have
developed standards and guidelines for teaching in various subject areas,
© 2025 Cengage Learning, Inc. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly
2
accessible website, in whole or in part.
, including mathematics, science, and early childhood education, which serve as
frameworks for educators to develop core curricula aligned with these standards.
ii. These standards, such as Next Generation Science Standards (NGSS) and Common
Core State Standards for Mathematics (CCSSM), provide performance benchmarks
and developmental placement of key concepts and skills, aiming to promote a deeper
understanding of concepts and processes through interactive learning experiences.
c. The Movement Toward National Core State Curriculum Standards
i. As of 2023, 40 states have retained common K–12 curriculum standards, with a
growing focus on standards for early childhood education up to age 5, aiming for a
balanced approach that includes math, literacy, science, art, and social/emotional
development.
ii. The CCSSM and the NGSS provide structured frameworks designed to enhance
mathematical understanding and scientific exploration, integrating scientific and
engineering practices with crosscutting concepts across grade levels.
OverviewofCharlesDarwin'sobservationsandinsightsthatledtothedevelopmentofthetheoryofevolutionbynaturalselection:**VoyageoftheBeagle**:Darwin'stravelsandobservationsofbiodiversityandgeolo
gicalformations.**NaturalSelection**:MechanismproposedbyDarwintoexplainhowevolutionoccursthroughdifferentialsurvivalandreproductionoforganismswithadvantageoustraits.**EvidenceforEvolut
ion**:Examinationofvariouslinesofevidencesupportingthetheoryofevolution:**FossilRecord**:Transitionalformsandpatternsofspecieschangeovertime.**Biogeography**:Distributionofspeciesandsimi
laritiesamongorganismsondifferentcontinents.**ComparativeAnatomy**:Homologousstructuresandvestigialorgansamongdifferentspecies.**MolecularBiology**:SimilaritiesinDNA,RNA,andproteins
equencesamongorganismsindicatingcommonancestry.**MechanismsofEvolution**:Explorationofprocessesthatdriveevolutionarychange:**NaturalSelection**:Differentialsurvivalandreproductionofin
dividualswithadvantageoustraits.**GeneticDrift**:Randomchangesinallelefrequenciesinsmallpopulations.**GeneFlow**:Movementofgenesbetweenpopulationsthroughmigration.**Mutation**:Sourc
eofnewgeneticvariation.**ModernSynthesisofEvolutionaryTheory**:IntegrationofDarwinianevolutionwithgenetics(populationgenetics),explaininghowgeneticvariationandnaturalselectionshapeevoluti
onarypatterns.**PatternsandRatesofEvolution**:Examinationofevolutionarypatterns,including:**AdaptiveRadiation**:Diversificationofasingleancestralspeciesintoavarietyofformsinresponsetodiffere
ntenvironmentalniches.**ConvergentEvolution**:Independentevolutionofsimilartraitsindifferentlineages.**PunctuatedEquilibrium**:Periodsofrapidevolutionarychangefollowedbylongperiodsofstabil
ity.**HumanEvolution**:Overviewofhumanevolution,includingfossilevidence(e.g.,Australopithecus,Homospecies)andgeneticstudiesrevealingrelationshipsamongmodernhumanpopulations.**Evoluti
onaryMechanismsandAdaptation**:Discussiononhowevolutionarymechanisms(naturalselection,geneticdrift)contributetoadaptationoforganismstotheirenvironments.**EvolutionandSpeciation**:Expla
nationofspeciationastheprocessbywhichnewspeciesarise,includingallopatric,sympatric,andparapatricspeciation.**EmergingTopicsinEvolutionaryBiology**:Introductiontocurrentresearchtopicsandadv
ancementsinevolutionarybiology,suchasevolutionarydevelopmentalbiology(evo-
d. National Standards for Professional Preparation
i. Standards for Professional Preparation, particularly in early childhood education,
as outlined by NAEYC, cover six key areas including child development, family
engagement, assessment, culturally appropriate teaching practices, academic
content integration, and professionalism. NAEYC Standard 5 emphasizes the
importance of knowledge and application of academic content, including
mathematics, science, and visual arts, for designing and implementing
developmentally appropriate curriculum in early childhood settings.
e. Constructivism
i. Jean Piaget’s theory of constructivism posits that individuals construct their own
understanding by linking new experiences with existing knowledge, forming
conceptualizations that make sense to them.
ii. Piaget identified four periods of cognitive development: the sensorimotor period
(birth to about age 2), the preoperational period (ages 2 to 7), the concrete
operations period (ages 7 to 11), and the formal operations period (ages 11
through adulthood), each characterized by distinct cognitive milestones and
advancements such as object permanence, symbolic play, conservation, and
abstract problem-solving abilities.
f. The Learning Cycle
i. The Science Curriculum Improvement Study (SCIS) materials utilize a
Piagetian-based learning cycle approach, reflecting the idea that science
education should engage students in hands-on exploration, data collection, and
conceptual invention.
ii. This learning cycle, encompassing exploration, concept development, and concept
application phases, guides curriculum development and teaching strategies, with
teachers facilitating exploration by providing developmentally appropriate materials
and environments for students to construct their own understanding of scientific
© 2025 Cengage Learning, Inc. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly
3
accessible website, in whole or in part.
, concepts, such as shapes in a lesson example.
g. Adapting the Learning Cycle to Early Childhood
i. Bredekamp and Rosegrant (1992) adapted the learning cycle for early childhood
education, comprising four processes: Awareness, Exploration, Inquiry, and
Utilization.
ii. Each process involves children gradually constructing understanding through
sensory experiences, guided by adults who facilitate exploration, guide inquiry, and
provide opportunities for application.
iii. The cycle progresses as children encounter new situations, beginning with
awareness and advancing through exploration, inquiry, and utilization, aligning
with their developmental stages.
h. Multimodal Creative Inquiry
i. Recent work has explored the use of multimodal creative inquiry as a means to
enhance meaning-making in early childhood education. Multimodal creative
inquiry engages various learning processes, including linguistic, visual, kinesthetic,
aural, and spatial modalities, grounded in Vygotskian cultural–historical theory.
ii. This approach, which builds upon the learning cycle, enriches play-based
learning by integrating physical and digital play spaces, offering a transformative
learning experience for children.
OverviewofCharlesDarwin'sobservationsandinsightsthatledtothedevelopmentofthetheoryofevolutionbynaturalselection:**VoyageoftheBeagle**:Darwin'stravelsandobservationsofbiodiversityandgeolog
icalformations.**NaturalSelection**:MechanismproposedbyDarwintoexplainhowevolutionoccursthroughdifferentialsurvivalandreproductionoforganismswithadvantageoustraits.**EvidenceforEvolutio
n**:Examinationofvariouslinesofevidencesupportingthetheoryofevolution:**FossilRecord**:Transitionalformsandpatternsofspecieschangeovertime.**Biogeography**:Distributionofspeciesandsimilari
tiesamongorganismsondifferentcontinents.**ComparativeAnatomy**:Homologousstructuresandvestigialorgansamongdifferentspecies.**MolecularBiology**:SimilaritiesinDNA,RNA,andproteinseque
ncesamongorganismsindicatingcommonancestry.**MechanismsofEvolution**:Explorationofprocessesthatdriveevolutionarychange:**NaturalSelection**:Differentialsurvivalandreproductionofindividu
alswithadvantageoustraits.**GeneticDrift**:Randomchangesinallelefrequenciesinsmallpopulations.**GeneFlow**:Movementofgenesbetweenpopulationsthroughmigration.**Mutation**:Sourceofnew
geneticvariation.**ModernSynthesisofEvolutionaryTheory**:IntegrationofDarwinianevolutionwithgenetics(populationgenetics),explaininghowgeneticvariat ionandnaturalselectionshapeevolutionarypatt
erns.**PatternsandRatesofEvolution**:Examinationofevolutionarypatterns,including:**AdaptiveRadiation**:Diversificationofasingleancestralspeciesintoavarietyofformsinresponsetodifferentenvironm
entalniches.**ConvergentEvolution**:Independentevolutionofsimilartraitsindifferentlineages.**PunctuatedEquilibrium**:Periodsofrapidevolutionarychangefollowedbylongperiodsofstability.**Human
Evolution**:Overviewofhumanevolution,includingfossilevidence(e.g.,Australopithecus,Homospecies)andgeneticstudiesrevealingrelationshipsamongmodernhumanpopulations.**EvolutionaryMechanis
msandAdaptation**:Discussiononhowevolutionarymechanisms(naturalselection,geneticdrift)contributetoadaptationoforganismstotheirenvironments.**EvolutionandSpeciation**:Explanationofspeciatio
nastheprocessbywhichnewspeciesarise,includingallopatric,sympatric,andparapatricspeciation.**EmergingTopicsinEvolutionaryBiology**:Introductiontocurrentresearchtopicsandadvancementsinevoluti
onarybiology,suchasevolutionarydevelopmentalbiology(evo-
II. Types of Learning Experiences (01.0; PPT Slide 29)
i. Children learn best when they engage in meaningful and familiar situations,
actively constructing knowledge and discovering relationships within their
environments.
ii. There are three types of learning experiences: naturalistic, where children control
choice and action; informal, where children choose activities with adult
intervention; and adult-guided, where adults choose the experience and provide
direction.
iii. These experiences align with both Piagetian constructivist and Vygotskian views,
with naturalistic experiences fitting the constructivist approach and informal and
adult-guided experiences aligning with Vygotskian theory.
iv. All three types of experiences can be integrated into lessons structured around the
learning cycle and multimodal creative inquiry, catering to different learning styles and
cultural backgrounds.
a. Naturalistic Experiences
i. Naturalistic experiences occur spontaneously as children engage in their daily
activities, serving as a primary mode of learning during the sensorimotor period
and remaining valuable for older children as well.
ii. Adults play a supportive role by providing a stimulating environment and
observing children’s activities, responding with encouragement, descriptions, or
elaborations.
iii. Examples of naturalistic experiences include counting pennies, observing plant
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