Professional Documents
Culture Documents
OF EARLY LEARNING
HOW YOUNG CHILDREN
DEVELOP AGENCY, NUMERACY, AND LITERACY
Table of Contents
About The Science of Early Learning 3
For each domain, we have identified several key questions about learning and provided a short
list of principles of learning science that inform the answers to each question. Further, we have
connected these principles to a set of practical implications for specific teaching strategies. And
throughout this document, we generally refer to “educators” as teachers, parents, caregivers, and
anyone else involved in fostering the early learning of young children.
These questions are not meant to encompass everything that is important to know within each
domain, nor do we believe that agency, literacy, and numeracy represent all that young children
should learn. Further, many young children – including those with special-learning needs and
dual-language learners – will need additional supports beyond what is discussed here. This report
should be considered a starting point, not an end point, for exploring the science of early learning.
But Deans for Impact believes that everyone involved in educating young children should be familiar
with the questions included here and our best scientific understanding of the answers to them.
We see the domains of agency, literacy, and numeracy as interdependent. As children develop
a sense of self and the ability to self-regulate, they are better able to persist in literacy and
math activities. Likewise, as children develop their literacy and numeracy skills, they will grow in
confidence and independence, strengthening their sense of agency. Thus, while we have listed the
scientific principles included in each domain in roughly sequential order — with new skills building
on previous ones — we recognize there will be variations in the development of every child and
have deliberately refrained from putting age-specific guidance in this report.
The Science of Early Learning was developed by Deans for Impact in collaboration with Dylan Kane
(practicing teacher), Callie Lowenstein (practicing teacher), Rachel Robertson (Bright Horizons),
Daniel Ansari (Western University), Stephanie Carlson (University of Minnesota), and Anne Castles
(Macquarie University). We are greatly indebted to the reviewers who provided thoughtful feedback
on early drafts, including learning scientists, teacher-educators, practicing teachers, and many
others.
We thank the Belk Foundation and SAS for support that helped make this report possible.
TH E S C I E N C E O F E A R LY L E AR N I N G 3
1 How do young children develop a sense of self?
If a young child develops a secure sense of self, this Environments and interactions should reflect the
leads to increased confidence in their current and cultures and diversity of families in the classroom
future abilities, including cognitive, academic, social, and the wider community.
and physical abilities.5
1
Harter, 2015
2
Shirvanian & Michael, 2017
3
Lewis, 2011
4
Harter, 2015
5
Orth, Robins, & Widaman, 2012
4 THE SC I E N CE O F E A R LY LE A R N I N G
2 How do young children begin to respect others?
The ability to recognize emotions is a precursor to Educators can nurture emotional recognition by
emotional regulation and perspective taking. It is talking about early feelings frequently, both by
essential for young children to develop the ability to talking about their own and helping children label
attribute intentions, knowledge, perspectives, and theirs. “It looks like you are frustrated.” “That smile
emotions to others – and to understand that these tells me you’re happy.”
mental states may be different than their own.6
6
Carlson, Koening, & Harms, 2013
7
Walden & Ogan, 1988
8
Brownwell, 2013; Eggum, et al., 2011; Walden & Ogan, 1988;
White & Carlson, 2015
TH E S C I E N C E O F E A R LY L E AR N I N G 5
3 How do young children learn to self-regulate
their behavior?
To self-regulate their behavior, children need to: Educators can scaffold the ability of young children
(1) remember their goals; to self-regulate behavior by striving for consistency
(2) suppress impulses and not respond to distractions; and predictability. Use consistent schedules and
and involve children in plans for the day.
(3) be able to change how they think and react to
things.
Together, these skills are called executive function To improve self-regulation, educators can help
and they show the most rapid development in children think through scenarios before they occur
early childhood (but continue to mature into young (e.g., students wanting to be in the front of the line
adulthood).9 to go outside), and use cues and subtle reminders
to help children recall agreed - upon behavior
expectations. Educators should remind children
of their options for managing their emotions and
controlling their impulses (e.g., by placing a hand
on a shoulder, or referring to a poster of classroom
community expectations).
When faced with a challenge, children can build their
capacity to self-regulate by imagining what someone
more skilled at emotional and behavioral regulation
would do in their situation.10 Executive function skills benefit from intentional
instruction integrated into playful experiences. This
includes games that require impulse control such
as Simon Says or freeze dance, using role-play to
practice handling a difficult situation, such as waiting
for a turn or persevering through a difficult activity.
9
Zelazo, Blair, & Willoughby, 2016; Carlson, Zelazo, & Faja, 2013
10
White & Carlson, 2015
11
Diamond & Lee, 2011
6 THE SC I E N CE O F E A R LY LE A R N I N G
4 How do young children develop independence?
The need for independence is essential to human Educators can help young children develop their
growth and learning. A sense of independence independence by providing opportunities to make
(or autonomy) is critical for young children to be choices and decisions (within limits), and allowing
motivated to accomplish their goals.12 them to experience the consequences of their
choices. This can be achieved by helping children
develop and follow simple plans, such as thinking
through the steps to build a block city.
12
Deci & Ryan, 2000
13
Distefano et al., 2018
14
Bernier, Carlson, Deschênes, & Matte-Gagné, 2012; Distefano et al.,
2018
15
Dweck, Walton, & Cohen, 2014
TH E S C I E N C E O F E A R LY L E AR N I N G 7
5 How do young children learn the meaning
of the alphabet?
All writing systems employ a visual code for Educators should provide young children with experi-
representing spoken language. Learning to read and ences to learn letters. Providing children opportuni-
write requires children to crack the code for their ties to write their own names is particularly powerful
language.16 because children will have intrinsic motivation to learn
their names. Labeling their work is another example.
The writing system for English is alphabetic, which
means each letter in the alphabet is a symbol for
a spoken sound called a phoneme. Any letter or Educators should teach both letters and sounds
group of letters that represent a single phoneme is explicitly and systematically, beginning with simple
called a grapheme.17 single-letter graphemes (e.g., D, A, T) and moving to
more complex ones (e.g. EE, TH). Children may find
learning easier when the letter name contains its
Most children will not “naturally” learn that the
sound (such as O and F).22
letters in the English alphabet represent specific
sounds. Instead, these letter-sound relationships
must be explicitly taught.18
Asking students to recite the letters in the alphabet is
not enough to teach them how the alphabet works.
Systematic phonics instruction is the most effective, They should receive explicit instruction that teaches
evidence-based way to ensure that young children
the sounds that letters and combinations of letters
learn letter-sound relationships.19
represent; the relationships of spelling patterns and
pronunciations; and how to “decode” printed words
Children need to develop phonemic awareness to oral ones. Instruction should also include retrieval
along with understanding of how spoken sounds link practice, in which students are asked to say the
to letters. Phonemic awareness includes the ability sound that various letters and combination of letters
to hear and recognize individual sounds in words; to represent within the set they are working on and have
segment, or break apart, the sounds in words; and already mastered, gradually expanding to add new
to blend, or connect and combine, the sounds to graphemes.
write or read words.20
Some words in English follow complex spelling During phonics instruction, teachers should have
students both read and write graphemes and words
patterns, and the most common of these words
using those graphemes. For example, a teacher might
should be taught explicitly.21
introduce the vowel graphemes “ai” and “oi”, giving
students opportunities to read the sounds alone by
first flashing them on cards, then embedding them
in simple words such as “rain” or “coin”, then in more
complex words (including only graphemes they have
already learned, e.g. “rained”, “explained”), and finally
in sentences such as, “The train stopped in the city.”
16
Castles, Rastle, & Nation, 2018 Teachers should introduce high-frequency “sight
17
Castles, Rastle, & Nation, 2018 words” with complex spelling patterns. Children
18
Foulin, 2005; Castles, Rastle, & Nation, 2018
should not be encouraged to guess these words, but
19
Castles, Rastle, & Nation, 2018
rather to focus on the letters and their sequence,
20
Ball & Blachman, 1991
21
Castles, Rastle, & Nation, 2018 including any unusual parts of their spelling.
22
Phillips, Piasta, Anthony, Lonigan, & Francis, 2012
8 THE SC I E N CE O F E A R LY LE A R N I N G
6 How do young children become fluent readers?
In order to read, children must develop concepts of While reading aloud, teachers and caregivers should
print, such as the idea of reading text from left to point to text, word by word; show the connections
right, or matching spoken words to written words. between text and images; and guide children to
Adults support this development by calling explicit participate in reading some words, such as those
attention to the printed text while reading to and that repeat throughout the text.
with their child.23
As children become more skilled at reading, they To develop a young students’ speed and accuracy
rely less on decoding words and begin to recognize when reading, teachers can read aloud a brief
words automatically and easily – that is, they become passage of text to call attention to important
fluent at word recognition. elements in the passage, such as key words and
punctuation. The student should practice reading
Fluent reading supports comprehension by allowing the passage several times aloud for fluency with
children to focus on thinking about meaning instead guidance and feedback on each read.
of sounds, and by allowing children to remember
the gist of a text, rather than a series of individual
words.
Teachers can provide explicit instruction on morphol-
ogy, or the recognition of word parts, to support
The key factor supporting young children in students’ transition toward more automatic, fluent
transitioning from beginner, effortful decoders to word reading. Morphology instruction should include
fluent readers is lots of reading practice with varied analysis of word families, including both the base parts
texts.24 of words (such as “jump” in “jumping” and “jumpy”) and
the add-on parts (such as “ing” and “y”).26
23
Piasta, Justice, Justice, McGinty, & Kaderavek, 2012;
National Center for Family Literacy, 2009
24
Stanovich & West, 1989
25
Willingham, 2017
26
Bowers, Kirby, & Deacon, 2010
27
National Institute of Child Health and Human Development (NICHD),
2000
TH E S C I E N C E O F E A R LY L E AR N I N G 9
7 How do young children learn to understand
what they read?
Reading aloud to young children is most effective When reading to children, teachers should reflect
at developing vocabulary and conceptual on the topic or story and ask questions, prompting
understanding of story and text structures when it is thought and comprehension. Children can extend
interactive, including opportunities to ask questions, the story into other areas of play, helping them
make predictions, or analyze the text.28 explore the ideas within the text.33
28
Dickinson, 2001; Wasik & Bond, 2001
29
Willingham, 2006a
30
Castles, Rastle, & Nation, 2018
31
Wright & Cervetti, 2017; Cervetti, Wright, & Hwang, 2016;
Neuman, Kaefer, & Pinkham, 2016
32
Castles, Rastle, & Nation, 2018; Willingham, 2006b;
Willingham, 2006a
33
Rowe, 1998
10 THE SC I E N CE O F E A R LY LE A R N I N G
8 How do young children learn to express their ideas
in writing?
Fine motor control and drawing are young children’s Educators can use models that show the number
first steps toward writing. They will then progress and the direction of strokes for each letter to help
to scribbles meant to mimic writing before reaching children produce the letter accurately and efficiently.
conventional writing and spelling.34 Early childhood teachers in particular should
monitor the production of the letters, as bad habits
can be difficult to unlearn.
34
Cabell, Tortorelli, & Gerde, 2013
35
Berninger, et al., 1997; Berninger, 1999; Graham, 1999
36
Leong & Bodrova, 2012; Dunst, Simkus, & Hamby, 2012;
Stadler & Ward, 2005
37
Dunst, Simkus, & Hamby, 2012
TH E S C I E N C E O F E A R LY L E AR N I N G 11
9 How do young children learn to count?
Young children often first learn to count Children naturally include counting in their play.
procedurally, in which they can recite the count Educators should also include counting in daily
sequence – saying, “one, two, three, four,” and so experiences.
on.38
12 THE SC I E N CE O F E A R LY LE A R N I N G
10 How do young children develop abstract knowledge
of mathematical concepts?
Young children begin to understand abstract Educators can support students in progressing
mathematical concepts through concrete from concrete to visual to abstract understandings
representations, and learn to apply what they by connecting representations. For example, while
know in new contexts by gradually transitioning a kindergartener might solve 5 + 7 by counting
from concrete to visual to abstract. Manipulatives out physical objects, the teacher might chart her
– physical objects – can be useful tools for strategy with visual representations (e.g. 5 circles
understanding mathematical problems when used in and 7 circles), or an open number line showing that
a structured, guided context.43 5 + 5 = 10 (a “nice number”), and 10 + 2 =12, and
representing the equation 5 + 7 = 12 on the chart.
Objects used as manipulatives for counting should Over time, educators can guide students to progress
progress from simple and uniform to complex and from concrete modeling of physical objects to visual
varied.44 and abstract numerical ideas. This progression is
particularly important in understanding place value.
For a given concept, young children need When learning to count, an effective manipulative
to understand that symbols and abstract might be a set of unifix cubes. As children learn,
representations represent quantity, and these manipulatives should progress to more complex
symbols should gradually replace manipulatives and objects, (e.g., to chips of different colors and sizes,
concrete representations in how they think about and then to different types of fruit, stones, shells, or
quantity. This is called concreteness fading.45 blocks).
43
Brown, McNeil, & Glenberg, 2009; Willingham, 2017; Ball, 1992
44
Peterson & McNeil, 2013; Mix, 2008
45
Brown, McNeil, & Glenberg, 2009
TH E S C I E N C E O F E A R LY L E AR N I N G 13
11 How do young children learn arithmetic?
Young children learn arithmetic by building on Elementary teachers should develop arithmetic skills
their prior knowledge. Addition builds on quantity, in young children by building on prior knowledge.
subtraction builds on addition, multiplication builds For example, subtraction is the inverse operation of
on addition and subtraction, and division further addition: if 9 + 3 = 12, then 12 - 3 = 9. Making these
builds on these previous operations.46 connections explicit for students helps them to
flexibly apply arithmetic principles in the future.
46
Siegler & Braithwaite, 2017; Lyons, Price, Vaessen, Blomert & Ansari,
2014; Deans for Impact, 2015
47
Siegler & Braithwaite, 2017; Siegler, 2016
48
Deans for Impact, 2015
49
Lyons, Price, Vaessen, Blomert, & Ansari, 2014; Siegler, 2016
50
Siegler & Braithwaite, 2017
51
Berteletti & Booth, 2015
14 THE SC I E N CE O F E A R LY LE A R N I N G
12 What should an effective math learning environment
for young children include?
Math anxiety can have profound negative impacts Educators should take great care to avoid expressing
on learning. The structure of early math learning negative feelings about math by saying things such
environments can greatly reduce the likelihood that as “I’m scared of math, just like you.” Doing so will
young children will experience this anxiety.52 increase the likelihood of children experiencing
math anxiety.
52
Maloney & Beilock, 2012
53
Hutchinson, Lyons, & Ansari, 2019; Willingham, 2009
54
Bugden & Ansari, 2014
TH E S C I E N C E O F E A R LY L E AR N I N G 15
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