Powering Up Preschool Science: A Home–School–Community Partnership to Support Science Learning with a Focus on Emergent Multilingual Learners

Abstract

All children, including emergent multilingual learners (EMLs), are primed to engage with science from an early age. Yet preschool educators traditionally have not been offered in-depth professional learning (PL) in science, how to teach it effectively to young EMLs, and how to communicate its importance to families. This quasi-experimental study investigated a partnership model designed to engage early educators, children’s families, informal science educators, and STEM role models at an informal science learning environment (ISLE)in collaboratively supporting high-quality science experiences for young EML children at school, at home, and in the community. The study examined the effects of a multi-faceted PL program on educators’ beliefs and attitudes toward science and their classroom instructional practices. Caregivers were surveyed and interviewed to assess their beliefs and attitudes around early science learning. Results indicated that educators in the treatment condition gained confidence in supporting science with EMLs and showed significant increases in instructional quality relative to comparison classrooms. Caregivers rated themselves as more confident in supporting science with their children. Promoting partnerships between preschools and ISLEs can be an effective way to power up educators’ and families’ capacities to activate young EMLs’ science inquiry, learning, and language development across multiple contexts.

Keywords

• early childhood science education
• preschool education
• children’s learning
• teacher professional learning
• emergent multilingual learners (EMLs)
• family engagement