This chapter examines how Next Generation Science Standards (NGSS)-based science engineering practices are embodied in preschool science, technology, engineering, and mathematics (STEM) teaching. A preschool teacher’s three STEM lessons were observed, videotaped, and analyzed. The teacher’s teaching practices were coded in a deductive manner using an instrument developed based on the NGSS science and engineering practices (SEPs) framework. The findings demonstrate that (1) the teacher mainly implemented two SEPs—obtaining, evaluating, and communicating information, and planning and carrying out investigations, (2) her teaching practices did not entirely cover all the SEPs of the NGSS, and (3) one important teaching practice, “redirection,” emerged as a strategy used to shift children’s attention or off-task behaviors into active engagement and emotional security. This case study provides insight into what SEPs preschool teachers can integrate into their STEM lessons and the limitations of specifically designed lessons. Implications and directions for promoting STEM teaching and future professional development strategies for preschool teachers are suggested.
Part of the book: Early Childhood Education