Abstract
In-person instruction is best for young children. While in-person instruction is best for young children, COVID-19 has shown educators that distance education is a viable option and might be an unavoidable reality. In this chapter, educators are identified as Teacher Nomads who need to be ready to shift instructional modes and use remote learning technology tools as important components of their brick-and-mortar classrooms. The authors develop the concept of the Early Childhood Flip. Key components of this developmentally appropriate remote instruction include visuals that mimic the classroom, a balance of on-screen and off-screen time, activities that build relationships and collaboration, edutainment and game-like elements, and engaging introductions by the teacher to motivate students in technology-driven independent remote work. The authors also introduce an approach to planning called Translatable Instruction, a design process that guides educators to mindfully balance in-person and virtual instructional tools to meet learning outcomes.
TopIntroduction
Science education is essential. Quality science learning experiences provide a solid foundation for the subsequent development of scientific concepts that children will encounter throughout their academic lives (Eshach & Fried, 2005; Gilbert, Osborne, & Fenshama, 1982). This foundation helps students construct an understanding of key science concepts and allows for future learning of more abstract ideas (Reynolds & Walberg, 1991). Improving student performance in science is a commonly cited goal for political leaders, educators, parents, and other stakeholders. STEM education provides a foundation for future employment and is essential for a well-rounded education (U.S. Department of Education, 2018). Despite a shared recognition of the importance of engaging children in science, the subject area has a documented history of being sidelined (Wilson et al., 2015).
While teacher education programs prioritize preparing teacher candidates to teach science and there are many individual classrooms with teachers who routinely engage their children in challenging, effective and developmentally appropriate science learning, the overall national-level picture of science instruction is sobering (Wilson et al., 2015). Long standing pressure to meet accountability goals in mathematics and language arts has resulted in less time on science instruction. For decades, schools have cut back other subjects to push reading and mathematics (Dillon, 2006; Wexler & Wexler, 2019). National Survey of Science and Mathematics Education, conducted in 1977, found that K-3 teachers spent an average of 19 minutes a day teaching science (Smith et. al, 2002). In the 2000’s, No Child Left Behind exacerbated the situation as time spent teaching science plummeted further (Wexler & Wexler, 2019). The adoption of the Common Core Literacy Standards compounded the situation, as a more intensified series of standards in literacy resulted in even less time for other subjects (Griffith & Scharmann, 2008). In 2010, researchers found that only 20% of kindergarten and first-grade teachers reported teaching science daily (Bassok et al., 2016).
Empirical evidence revealed that the COVID-19 pandemic caused further disruption of science teaching (EAB, 2020). Similarly in the district where this case study took place, science education took a backseat to language arts and mathematics. Adjusted school days challenged teachers to figure out how to best provide science instruction. Some teachers flourished as they scrambled to find new ways to make remote learning succeed with their young learners, while others struggled. This challenge prompted the authors to engage in a case study of a teacher’s journey to reestablish science education in the classroom.
This chapter can help educators, at any stage of their career, analyze their technology integration and plan remote instruction that is developmentally appropriate and aligns with the schema of early learners and families. The practical information provided is valuable to teachers, teacher educators, and administrators as it provides insight to best practice in the post pandemic 21st Century. While the examples in the chapter focus on science instruction, these strategies can be applied to other content areas. The chapter is divided into three sections.
Key Terms in this Chapter
Early Childhood Flipped Instruction: A strategy for flipping instruction that is developmentally appropriate for young learners which includes visuals that mimic the classroom, a balance of on-screen and off-screen time, activities that build relationships and collaboration, edutainment and game-like elements, and engaging introductions by the teacher to motivate students in technology-driven independent remote work.
Balancing Screen Time: Mindfully planning the amount of time a child spends looking at or using any type of screen and the amount of time a child spends doing off-screen activities.
Translatable Instruction: The process a teacher uses to think about what needs to change in a lesson plan in order to teach the content in a distance learning setting and still meet the same goals, objectives, and outcomes as the lesson traditionally taught in person, and vice versa.
Teacher Nomad: Teacher that migrates between different modes of learning, including in-person and distance education modes.
Graphics Avatar-Based Instruction (GABI): A visual approach to presenting distance learning activities that involves creating virtual classrooms by combining avatars and a variety of information presentation tools.
Linear Text-Based Instruction (Linear): A text-based approach to presenting distance learning activities.
DAP (Developmentally Appropriate Practice): Is a way of teaching that meets young children where they are and sets goals that are both challenging and achievable.