1. family and parenting
2. children

VOLUME 1
.
ISSUE 3
Children are
natural-born
scientists and
engineers
Young children have a natural desire to
explore and discover the world around
them. This natural curiosity blends
perfectly with the science, technology,
engineering and mathematics (STEM)
focus education has taken in the past
decade.
STEM, or STEAM as art has recently
been added to the focus, can be a
natural extension of a child’s innate
desire to learn about the world around
him.
ITERS-R, ECERS-R and SACERS-R
include valid indicators of how
successfully programs are meeting
this early need.
Opportunities for hands-on
learning and exploration at block
centers (ITERS-R 19, ECERS-R 22,
SACERS-R 21), sand and water play
centers (ITERS-R 21, ECERS-R 23),
science and nature centers (ITERS-R
22, ECERS-R 25, SACERS-R 25),
technology centers (ITERS-R 23,
ECERS-R 27) and math and number
centers (ECERS-R 26, SACERS-R
24) are instrumental in encouraging
children’s natural desire to learn about
their environment and the world
around them.
These experiences allow children
to discover the why and how of the
wonders of their surroundings.
The use of books and conversation
with caring adults provides for the
development of communication
and reasoning skills (ITERS-R 13,
ECERS-R 16 and 17, SACERS-R 23).
This allows children to see connections
and develop critical thinking skills.
Developing children’s curiosity and
active nature can be a simple, everyday
experience in the classroom or a
planned event.
STEM can be as simple as allowing
children to be a part of the planning,
preparation or serving of meal or
snack (ECERS-R 10, SACERS-R 17).
It can be mixing colors during art, or
participating in a field trip to a local
museum or science center. It can be
learning about weather or planting a
class garden. The common can seem
extraordinary to children if wellplanned and thoughtfully carried out
by quality, trained teachers.
The connection between early
childhood and STEM is clear, and
developing these skills early creates
a powerful and exciting predictor of
later academic success.
Letter from the
Executive
Director
Spring is almost
here. With
the change of
season comes
a wonderful
opportunity to
use the changing
temperature and
environment
Davis
to teach young
children using science and math.
This issue of the newsletter addresses
the importance of STEM activities
with our children.
What is STEM? It is the focus of
science, technology, engineering and
mathematics in our classrooms. It
is important to grow our children
in their natural, explorative,
investigative tendencies. These
budding scientists should be
encouraged in their innate interest
in their surroundings and how the
world around them works.
Creating experiences for children
to use their hands and imaginations
to touch, explore, question and
experiment in the classroom and
on the playground is a great way to
help them develop higher order and
critical thinking skills, as well as
the STEM skills, necessary for later
success in academia and in life.
Thank you for your commitment
to the children of Mississippi and
all that you do to prepare them for
bright futures!
STEM and Art (STEAM) go
hand-in-hand
STEAM learning can, does and should take place every day in a quality child care
facility. It is the explorative, experiential, inquiry-based learning that takes place
naturally with young children and trained, caring providers.
The facts supporting the importance of science, technology, engineering, art and
mathematics in early childhood:
. The brain is particularly receptive to learning math and logic between the ages
of 1 and 4, according to research.
. Early math indicators are a powerful predictor of later learning.
. Young children develop science understanding best when they have multiple
opportunities to engage in exploration and experiences through inquiry.
. Children learn best by doing.
. Up to 90% of a child’s brain development takes place before kindergarten.
. A child from a high-income family experiences 30 million more words within
the first 4 years of life than a child from a low-income family.
. Children are most likely to develop strong language and literacy skills when
they are given opportunities to use them in authentic, extended situations.
Putting STEAM into practice:
. Science and technology help provide the experiences from which children can draw vocabulary and ideas for writing and creating. Extended creative artistic and writing activities based on real experiences provide for long-term and comprehensive learning to occur.
. Using art supplies such as paint, glue, pipe cleaners, construction paper, cotton balls and crayons to create visual representations of the observed allows a child to exercise his/her imagination to create something of meaning.
. Reading, writing and story-telling are other fun, simple ways for children to Louise E. Davis, Ph.D.
Executive Director
Early Years Network
use those observation skills to extend or share their knowledge of the observed. Children will be eager to record the results of their own real experiences.
2
Technology in
the classroom
Technology offers many advantages for
today’s early care provider. However,
care should be taken to avoid relying on
technology to replace developmentallyappropriate skills and classroom
instruction. Here are some suggestions for
different age levels:
Infants
. Building blocks
. Books read aloud
Touch and Listen, etc.)
without a teacher’s approval
. Write IEPs so that children with special
Measure and compare
. Magnifying glass, plastic tweezers,
plastic test tubes
. Microscope and telescope
. Take pictures on an iPad or digital camera for a newsletter
. Display student photographs on a digital picture frame in the classroom
. Stamps, paint, drawing, music, dance
. Magnets, scissors, glue, clay
Pre-School
. When working on writing and literacy, students can dictate a letter or email to a teacher. Be sure to encourage writing and fine motor control by also having pencils and paper nearby.
. Building blocks
. Identifying patterns and shapes
. Set-up devices to not download anything
School-Age Toddlers . Building blocks
. Picture book apps (Picturebook,
. Weight measurements
. Sorting activities
. Write IEPs so that children with special needs get to use technology
. Work in groups to explore a computer or an iPad and learn from each other
. Dictate a letter or email for the teacher
to send to parents. Be sure to encourage writing and fine motor control by also having pencils and paper accessible.
All Ages
. Monitor website usage and have appropriate controls in place to prevent children from accessing harmful websites
needs get to use technology
. Computers, iPads, digital cameras and
other devices should be available to all children (not be used as a reward)
. Time spent on devices should not replace time spent outdoors, in dramatic play, developing fine motor skills,
socialinteraction with peers, art, music, reading books, or other concrete experiences
. Read technology reviews to know if apps, games, and websites are developmentally appropriate
Technology in the classroom should be
available to enhance classroom learning,
but reliance on technology or usage without
proper monitoring and instruction can also
lead to a lack of persistence and problem
solving skills and a lack of social ability and
personal resolve. Technology can be a great
tool when coupled with standard early
learning objectives and common sense
School-Age Activity
Go on a Measure Hunt
Talk about basic units of measure with children. Show children the length of an
inch, a foot, and a yard. Provide small groups of children with pieces of string that
represent an inch, a foot, and a yard. Invite the groups to search the classroom to find
items that are best measured in inches, feet, and yards. (For example, a crayon is best
measured in inches, a table in feet or yards, the classroom in yards or feet.) Create
a chart with three columns: Inches, Feet, and Yards. Have children report their
findings as you write the names of measured items in the appropriate column(s)
on the chart. Finish by asking each group to choose an item to "measure' with the
appropriate length of string. Write statements that tell about those measurements.
For example, Our table is 2 yards long
3
Updates from around the Early Years Network
Family Support
Special Needs
Family Support program of EYN is presently serving over 75
families. Our mission is to develop high- quality early educational
experiences through educating parents, connecting families to
area resources and providing support for families. We are seeing
great success with the parents attending our parenting classes.
For instance, in Winston County, Navigator Margie Moore
speaks of one of her young parents who recently completed all
55 lessons of the Nurturing program. Even though this young
mom has received her certificate of completion, she has requested
to continue participating in the parenting classes. The support
from Margie and the other participants as well as being able to
share challenges and talk through the strategies and techniques of
individual lessons in the group parenting sessions has made her
feel better equipped to parent her seven year old son.
Training opportunities in April for center directors in
the Hattiesburg area: a 10-hour program to support the
implementation of a developmental screening program within
childcare centers will be offered on April 11 and 25. Interested
directors should contact Beth Bruton at 601.266.6736 or elizabeth.
bruton@usm.edu for information and registration details.
Family, Friends and Neighbor Care
Family, Friends and Neighbor Care hosted their first In-home
Providers Network Meeting on Saturday, February 28th from 9:30
– 11:00 at the Central Mississippi Resource and Referral located at
140 W. Peace Street in Canton, MS. Providers had the opportunity
to come together as a group to share ideas, address challenges and
plan activities for spring. If you know of an in-home provider in
your area that would like more information on Family, Friends
and Neighbor Care, they can contact Kelly Carmody at 601-8599730 or kellyc@ext.msstate.edu.
There are 40 providers currently involved in the Special Needs
Credential Program. Most have already attended four workshops
and are working on their self-directed learning assignments and
are receiving on-site technical assistance in their classrooms.
Several professionals within the Special Needs division of EYN
completed an extensive reliability training on the Inclusive
Classroom Profile (ICP). According to the author, Elena P.
Soukakou, "The ICP is a structured observation rating scale
designed to assess the quality of daily classroom practices that
support the developmental needs of children with disabilities in
early childhood settings."
News and resources: a Listserv focusing on special needs is
e-mailed to interested individuals the first day of each month.
If you wish to receive this FREE Listserv, please e-mail kristie.
bowlin@usm.edu and ask to be placed on the Listserv.
School-Age QRIS
The School-Age QRIS program serves providers that care for
children from 5 to 12 years of age. This past December, the
program awarded its first 5-Star rating to center in Forest, MS.
There are 26 school-age programs currently enrolled in the QRIS
program. Of those, 11 are rated and 12 are new. Of the rated
programs, over 80% have a 3-Star rating or higher.
4
Providers earn child development credential
Several early care and education providers
recently were awarded a nationally
recognized Child Development Associate
credential through a scholarship program
of Early Years Network.
Earning the credential required the study
of safe and healthy learning environments,
children’s physical, intellectual, social and
emotional development, professionalism
and program operations. The CDAcredentialed providers completed more
than 120 hours of coursework in eight
competency areas and passed a written
examination.
Recognized providers include: ArtesiaGabrielle Malone; Biloxi- Wendy Lally
and Tammy Russell; Byram- Tiffany
Edwards and Carnelia Lyons; Canton-
India Myers; Carriere- Jenna Gibson;
Carthage- Cindy King; Clinton- Jennifer
McDade; Collinsville- Kay Wheat;
Columbus- Angelica Rice; DekalbMamie Trosclair and Ruthie Morton;
Duck Hill- Clarrissa Hickman; EcruBrenda Green; Gulfport- Linda Knight;
Hattiesburg- Nichole White and Raven
Moss; Hernando- Jennifer Brassfield;
Horn Lake- Dominique Donegan;
Jackson- Felicia Dixon, Shirley DupreeWilliams, Veronica Gray and Cherese
Kelly; Madison- Pamela Gilkey; New
Albany- Koni Knox; Ocean SpringsSandra Markland; Oxford- Amy Griffith;
Pearl- Candace Hester; PearlingtonJudy Bello; Petal- Shanta Gordon;
Philadelphia- Marsha Graham, Kimberly
Thompson and MarianneYarbrough;
Picayune- Ella Lambert, Meagan Lee and
Mary Gibson; Poplarville- Elaine Sens;
Ridgeland- Lishorn Luckett; Sarah- Leslie
Purdon; Southaven- Jan Derouen and
Hattie Seccession; Sunflower- Margaret
Knighten; and Vancleave- Tina Watson.
The Early Years Network offers the CDA
through the Washington D.C.-based
Council for Professional Recognition.
Providers can choose 40-hour age specific
credentials for infant and toddlers or
preschool. The scholarship covers online
coursework and assessment fees, as well as
free mentoring for participants.
Learn about scholarship options and
apply at http://msucares.com/childcare/
cda.html. For more information contact
Desmond Carson at dcarson@humansci.
msstate.edu or by phone at 662-325-8618.
Infant/Toddler Activity
Sand Man
Fill a dishpan with clean sand and provide shovels, plastic cups,
wooden spoons. Let baby explore!
Watch the Flowers Grow
Tell students that they are going to pretend to be seeds. Turn off the
lights and have children crouch down. Play a recording of rain falling.
Tell children they should grow a little when it rains. Children can
now stand about half way up. Turn on the lights [to represent the sun
coming out]. Tell children the sun has helped them push through the
dirt and above the ground. Children stand a bit more. Finally, play
music and tell children they will continue growing until they are fully
grown. Children should stand tall.
5
Preschool Activities
Tree Math
Invite children to look at the kinds of trees around your
school. Then on an easel pad draw a simple graph. Choose
up to four kinds of trees that you have seen and draw a
likeness of each kind down the left side of the graph. To the
right of each tree, draw a grid of boxes across the page. Let
children count how many of each kind of tree they see. Then
color one box on the graph to represent each tree counted.
When you have completed your graph, have children use it
to answer questions about the trees around your school.
Spring Weather Words
On a large piece of poster board draw an outline of a
sunflower. In the circle that is the middle of the flower,
write the words Spring Weather. Tell children to think
about spring weather and to generate a word that
describes it (sun, mud, wind, rain, rainbow, flower, dirt,
grass, and so on). Write each word on a flower petal,
adding more petals as you need them. Then read the
words aloud together and use them to create short spring
poems or stories.
References/Resources
Morrison, Kathy. Integrate science and arts process skills in the early childhood curriculum (2012). Dimensions of early
childhood. Vol 40:1.
National Science Teachers Association position statement (2012).
Chesloff, JD. STEM education must start in early childhood (2013). Education week. Mar 2013.
6
Find more resources, event information and more online
From classroom ideas to child development research, our Facebook, Pinterest and Twitter pages offers great information for the early
care and education community.
facebook.com/
EarlyYearsNetworkMS
pinterest.com/
twitter.com/
instagram.com/
EarlyYearsMS
EarlyYearsMS
@EarlyYears_MS
At our 15 resource centers, we have Ellison machines, Cricuts, laminators, curricula, activity and children’s books, developmentally
appropriate toys, and other great options. Current resource site locations and contact information follow below:
Central Mississippi
140 West Peace Street
Canton | 601-859-9730
Itawamba Community College
2176 S. Eason Boulevard
Tupelo | 662-620-5370
Copiah-Lincoln
Community College
30 Campus Drive
Natchez | 601-446-1270
Meridian Community College
910 Hwy. 19 North
Meridian | 601-553-3413
MS Delta Center
411 Catchings Street
Indianola | 662-887-7797
Mid-Jackson
301 Adelle Street
Jackson | 601-965-8000
East Central Community College
513 10th Street, ADNC Bldg
Decatur | 662-635-3986
Mississippi Gulf Coast
Community College
2226 Switzer Road, B-1
Gulfport | 228-897-3851
Grenada Early Learning
Advantage Center
1276 Dr. Martin L. King Jr. Blvd. S.
Grenada | 662-227-0817
Mississippi State University
Child Development & Family Studies
501 College View Street
Starkville | 662-325-5122
Northeast Mississippi
Community College
101 Cunningham Boulevard
Booneville | 662-720-4082
Northwest Mississippi
1097 Jackson Avenue West
Oxford | 662-915-2704
Pearl Parent & Teacher Community
Resource Center
475 Parkway Drive
Pearl | 601-936-3696
Center for Families and Children
201 West Central Avenue
Petal | 601-584-4704
Southwest Community College
100 College Drive
Summit | 601-276-3737
Child Care Mississippi is a publication of the Early Years Network. Content written and edited by Amy Barefield, Karen Crow
Layout by David Doleac.
Funded by the Mississippi Department of Human Services, Division of Early Childhood Care and Development, the Early
Years Network is a system of services provided by the Mississippi State University Extension Service and its partners. We are an
equal opportunity employer, and all qualified applicants will receive consideration for employment without regard to race, color,
religion, sex, national origin, disability status, protected veteran status, or any other characteristic protected by law.
133 Lloyd-Ricks-Watson
Mississippi State University
Box 9745
Mississippi State, MS 39762
1.866.706.8827
www.childcaremississippi.org
EYN N006 02/2015