References

Akerson, V. L. (2004). Designing a science methods course for early childhood preservice teachers. Journal of Elementary Science Education, 16(2), 19–32.

Akerson, V. L., Buzzelli, C. A., & Donnelly, L. A. (2010). On the nature of teaching nature of science: Preservice early childhood teachers’ instruction in preschool and elementary settings. Journal of Research in Science Teaching, 47(2), 213–233.

Alderman, T. (2008). Meeting the needs of your most able pupils: Science. New York, NY: Routledge.

American Association for the Advancement of Science (AAAS). (1991). Update project 2061. Washington, DC: Author.

American Association for the Advancement of Science (AAAS). (1993). Benchmarks for science literacy. New York, NY: Oxford University Press.

Anderson, R. (2007). Inquiry as an organizing theme for science curricula. In S. Abell & N. Lederman (Eds.), Handbook of research on science education (pp. 807–830). Mahwah, NJ: Lawrence Erlbaum Associates.

Atwater, M. M. (1996). Social constructivism: Infusion into the multicultural science education research agenda. Journal of Research in Science Teaching, 33(8), 821–837.

Beneke, S. J. (2010). The effects of the Project Approach on children in inclusive early childhood classrooms (Unpublished dissertation). University of Illinois at Urbana-Champaign, Urbana, IL.

Berk, L., & Winsler, A. (1995). Scaffolding children’s learning: Vygotsky and early childhood education. Washington, DC: National Association for the Education of Young Children.

Blair, C., & Razza, R. P. (2007). Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child Development, 78(2), 647–663.

Boardman, M. (2007). “I know how much this child has learned. I have proof!”: Employing digital technologies for documentation processes in kindergarten. Australian Journal of Early Childhood, 32(3), 59–67.

Bone, J. (2001). Learning dispositions: Picking up the threads. Australian Journal of Early Childhood, 26(2), 25.

Bransford, J., Brown, A., & Cocking, R. (1999). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.

Brock, L. L., Rimm-Kaufman, S. E., Nathanson, L., & Grimm, K. J. (2009). The contributions of “hot” and “cool” executive function to children’s academic achievement, learning-related behaviors, and engagement in kindergarten. Early Childhood Research Quarterly, 24(3), 337–349.

Brooks, J. G. (2011). Big science for growing minds: Constructivist classrooms for young thinkers. New York, NY: Teachers College Press.

Bryan, L. A., & Abell, S. K. (1999). The development of professional knowledge in learning to teach elementary science. Journal of Research in Science Teaching, 36, 121–139.

Burchinal, M. R., Cryer, D., Clifford, R. M., & Howes, C. (2002). Caregiver training and classroom quality in child care centers. Applied Developmental Science, 6(1), 2–11.

Bybee, R. (2013). Translating the NGSS for classroom instruction. Arlington, VA: National Science Teachers Association Press.

Capobianco, B. M., Yu, J. H., & French, B. F. (2014). Effects of engineering design-based science on elementary school science students’ engineering identity development across gender and grade. Research in Science Education. 45(2), 275–292.

Carlisle, J. F., & Chang, V. (1996). Evaluation of academic capabilities in science by students with and without learning disabilities and their teachers. The Journal of Special Education, 30(1), 18–34.

Casey, B. M., Andrews, N., Schindler, H., Kersh, J. E., & Samper, A. (2008). The development of spatial skills through interventions involving block building activities. Cognition and Instruction, 26, 269–309.

Casey, M. B., Nuttal, R. L., & Pezaris, E. (1997). Mediators of gender differences in mathematics college entrance test scores: A comparison of spatial skills with internalized beliefs and anxieties. Developmental Psychology, 33, 669–680.

Cervetti, G. N., Pearson, P. D., Bravo, M. A., & Barber, J. (2006). Reading and writing in the service of inquiry-based science. In R. Douglas, M. P. Klentschy, & K. Worth (Eds.), Linking science and literacy in the K–8 classroom (pp. 221–244). Arlington, VA: NSTA Press.

Chalufour, I., & Worth, K. (2004). Building structures with young children. St. Paul, MN: Redleaf Press.

Clark, B. (2002). Growing up gifted (6th ed.). Upper Saddle River, NJ: Merrill Prentice Hall.

Clay, M. M. (2005). Literacy lessons designed for individuals: Part two—teaching procedures. Portsmouth, NH: Heinemann.

Cohen, L., & Uhry, J. (2007). Young children’s discourse strategies during block play: a Bakhtinian approach. Journal of Research in Childhood Education, 21(3), 302.

Colangelo, N., & Davis, G. A. (Eds.). (1997). Handbook of gifted education (2nd ed.). Boston, MA: Allyn & Bacon.

Committee on Highly Successful Schools or Programs in STEM Education & National Research Council. (2011). Successful K-12 STEM education: Identifying effective approaches in science, technology, engineering, and mathematics. Washington, DC: National Academies Press.

Cook, R. E., Klein, M. D., & Tessier, A. (2008). Adapting early childhood curricula for children with special needs. Upper Saddle River, NJ: Pearson Education.

Cooney, T. M., Escalada, L. T., & Unruh, R. D. (2005). PRISMS (Physics resources and instructional strategies for motivating students) PLUS. Cedar Falls, IA: University of Northern Iowa Physics Department.

Cooney, T. M., Escalada, L. T., & Unruh, R. D. (2008). Physics resources and instructional strategies for motivating students (PRISMS) PLUS. Cedar Falls, IA: University of Northern Iowa.

Council of Chief State School Officers. (2011). InTASC Model Core Teaching Standards: A resource for state dialogue. Retrieved from www.ccsso.org/Documents/2011/InTASC_Model_Core_Teaching_Standards_2011.pdf

Counsell, S. (2009, Summer). Abandoning the least restrictive environment in favor of natural settings: The achievement of social justice for all—It’s a right not a privilege! The Constructivist, 20(1), 1–30, ISSN 1091-4072.

Counsell, S. (2011). Becoming science “experi-mentors”—Tenets of quality professional development and how they can reinvent early science learning experiences. Science & Children, 49(2), 52–56.

Counsell, S., Peat, F., Vaughan, R., & Johnson, J. (2015). Inventing mystery machines! Collaborating to improve teacher STEM preparation. Science & Children, 52(7), 64–70.

Counsell, S., Uhlenberg, J., & Zan, B. (2013). Ramps and Pathways early physical science program: Preparing educators as science mentors. In S. Koba and B. Wognowskit (Eds.), Exemplary science: Best practices in professional development (pp. 143–156). Arlington, VA: National Science Teachers Association Press.

DeVries, R., & Kohlberg, L. (1990). Constructivist early education: Overview and comparison with other programs. Washington, DC: National Association for the Education of Young Children. (Original work published 1987)

DeVries, R., & Sales, C. (2011). Ramps & Pathways: A constructivist approach to physics with young children. Washington, DC: National Association for the Education of Young Children.

DeVries, R., & Zan, B. (1994). Moral classrooms, moral children: Creating a constructivist atmosphere in early education. New York, NY: Teachers College Press.

DeVries, R., & Zan, B. (2012). Moral classrooms, moral children: Creating a constructivist atmosphere in early education (2nd ed.). New York, NY: Teachers College Press.

Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135–168. doi: 10.1146/annurev-psych-113011-143750

Diamond, A., Barnett, W. S., Thomas, J. & Munro, S. (2007). Preschool program improves cognitive control. Science, 318(5855), 1387–1388.

Diamond, J. (2005). Collapse: Societies choose to fail or succeed. New York, NY: Penguin.

Division of Early Childhood (DEC). (2007). Promoting positive outcomes for children with disabilities: Recommendations for curriculum, assessment, and program evaluation. Missoula, MT: Author.

Dodge, D. T., Colker, L. J., & Heroman, C. (2002). The creative curriculum for preschool (4th ed.). Washington, DC: Teaching Strategies.

Donovan, M. S., Bransford, J. D., & Pellegrino, J. W. (Eds.). (1999). How people learn: Bridging research and practice. Washington, DC: National Academies Press.

Duke, N. (2000). 3.6 minutes per day: The scarcity of informational texts in first grade. Reading Research Quarterly, 35(2), 202–224.

Elstgeest, J. (2001). The right question at the right time. In W. Harlen (Ed.), Primary science: Taking the plunge (2nd ed., pp. 25–35). Portsmouth, NH: Heinemann.

Fawcett, L. M., & Garton, A. F. (2005). The effect of peer collaboration on children’s problem solving ability. British Journal of Educational Psychology, 75(2), 157–169.

Feynman, R. (1985). “Surely you’re joking, Mr. Feynman!” Adventures of a curious character. New York, NY: W. W. Norton & Company.

Fitzgerald, L., & Dengler, R. (2010, May 4). Use of productive questions by preservice teachers in early-childhood classrooms. Paper presented at the annual meeting of the American Educational Research Association, Denver, CO.

Fox-Turnbull, W. (2010). The role of conversation in technology education. Design and Technology Education: An International Journal, 15(1).

Fradd, S. H., & Lee, O. (1995). Science for all: A promise or a pipe dream for bilingual students. The Bilingual Research Journal, 19(2), 261–278.

Fredericks, A. D., & Cheesebrough, D. L. (1998). Science for all children: Elementary school methods. Prospect Heights, IL: Waveland Press.

Gabriele, A. J., & Joram, E. (2007). Teachers’ reflections on their reform-based teaching in mathematics: Implications for the development of teacher self-efficacy. Action in Teacher Education, 29(3), 60–74.

Gamire, E., & Pearson, G. (Eds.). (2006). Tech tally: Approaches to assessing technological literacy. Washington, DC: National Academies Press.

Geiken, R., Van Meeteren, B., & Kato, T. (2009). Putting the cart before the horse: The role of a socio-moral atmosphere in an inquiry-based curriculum. Childhood Education, 85(4), 4.

Gersten, R., & Baker, S. (1998). Real world use of scientific concepts: Integrating situated cognition with explicit instruction. Exceptional Children, 65(1), 23–35.

Gestwicki, C. (2007). Developmentally appropriate practice: Curriculum and development in early education. Clifton Park, NY: Thomson Delmar Learning.

Goodenbour, C. V., & Boody, R. M. (n.d.). The development of student self-assessment in the context of a fourth-grade literacy classroom. Manuscript submitted for publication.

Graves, D. H. (1994). A fresh look at writing. Portsmouth, NH: Heinemann.

Greenfield, D., Jirout, J., Dominguez, X., Greenberg, A., Maier, M., & Fuccillo, J. (2009). Science in the preschool classroom: A programmatic research agenda to improve science readiness. Early Education and Development, 20(2), 238–264.

Harlen, W. (Ed.). (2001). Primary science: Taking the plunge (2nd ed.). Portsmouth, NH: Heinemann.

Hart, B., & Risley, T. R. (2003). The early catastrophe: The 30 million word gap by age 3. American Educator, 22, 4–9.

Head Start Child Development and Early Learning Framework. (2010). Retrieved from eclkc.ohs.acf.hhs.gov/hslc/tta-system/teaching/eecd/Assessment/Child%20Outcomes/HS_Revised_Child_Outcomes_Framework%28rev-Sept2011%29.pdf

Howe, A. C. (2002). Engaging children in science. Upper Saddle River, NJ: Merrill Prentice Hall.

Ingersoll, R. E. (2004). Who controls teachers’ work? Power and accountability in America’s schools. Cambridge, MA: Harvard University Press.

International Technology and Engineering Educators Association (ITEEA). (2007). Standards for technological literacy. Reston, VA: Author.

Johnston, P. H. (2012). Opening minds: Using language to change lives. Portland, ME: Stenhouse Publishers.

Jones, J. (2011). Assessing young children’s learning and development. Principal, 90(5), 12–15.

Kallery, M., & Psillos, D. (2001). Preschool teacher’s content knowledge in science: Their understanding of elementary science concepts and of issues raised by children’s questions. International Journal of Early Years Education, 9(3). doi:10.1080/09669760120086929

Kame’enui, E. J., Carnine, D., Dixon, R., Simmons, D., & Coyne, M. (2002). Effective teaching strategies that accommodate diverse learners. Upper Saddle River, NJ: Merrill/Prentice Hall.

Kamii, C., Miyakawa, Y., & Kato, Y. (2004). The development of logico-mathematical knowledge in a block-building activity at ages 1–4. Journal of Research in Childhood Education, 19(1), 44–45.

Karmiloff-Smith, A., & Inhelder, B. (1974). “If you want to get ahead, get a theory.” Cognition, 3, 195–212.

Katehi, L., Pearson, G., & Feder, M. (2009). The status and nature of K–12 engineering education in the United States. The bridge: Linking engineering and society, 39(3), 5–10.

Kato, T., & Van Meeteren, B. (2008). Physical science in constructivist early childhood classrooms. Childhood Education, 84(4), 234–236.

Katz, L. G., & Chard, S. C. (1996). The contribution of documentation to the quality of early childhood education. ERIC Digest. Retrieved from www.ericdigests.org/1996-4/quality.htm

Katz, L. G., & Chard, S. C. (2000). Engaging children’s minds: The project approach: Norwood, NJ: Ablex Publishing.

Keeley, P. (2008). Science formative assessment—75 practical strategies for linking assessment, instruction, and learning. Thousand Oaks, CA: Corwin Press/NSTA Press.

Keen, R. (2010). The development of problem solving in young children: A critical cognitive skill. Annual Review of Psychology, 62, 1–21.

Kersh, J., Casey, B. M., & Young, J. M. (2008). Research on spatial skills and block building in girls and boys: The relationship to later mathematics learning. Contemporary perspectives on mathematics in early childhood education, 233–251.

Kliewer, C. (1998). The meaning of inclusion. Mental Retardation, 36(4), 317–322.

Knight, R. (2004). Five easy lessons: Strategies for successful physics teaching. San Francisco, CA: Addison Wesley.

Kuhn, M., & McDermott, M. (2013). Negotiating the way to inquiry. Science and Children, 50(9), 52–57.

Lan, X., Legare, C. H., Ponitz, C. C., Li, S., & Morrison, F. J. (2011). Investigating the links between components of executive function and academic achievement. Journal of Experimental Child Psychology, 108(3), 677–692. Retrieved from www.sciencedirect.com/science/article/pii/S0022096510002122#bb0190

Lawson, A. (2010). Teaching inquiry science in middle and secondary schools. Thousand Oaks, CA: Sage Publications.

Martens, M. L. (1999). Productive questions: Tools for supporting constructivist learning. Science and Children, 36(8), 24–27, 53–56.

Marx, R. W., & Harris, C. J. (2006). No child left behind and science education: Opportunities, challenges, and risks. Elementary School Journal, 106(5), 467–478.

Mashburn, A. J., Justice, L. M., Downer, J. T., & Pianta, R. C. (2009). Peer effects on children’s language achievement during pre-kindergarten. Child Development, 80, 686–702.

Massachusetts Department of Education. (2013). Massachusetts science and technology/engineering standards (draft). Malden, MA: Author. Retrieved from www.doe.mass.edu/stem/standards/standardsdraft.pdf

McAfee, O., Leong, D. J., & Bodrova, E. (2004). Basics of assessment: A primer for early childhood educators. Washington, DC: NAEYC.

McClelland, M. M., Cameron, C. E., Wanless, S., & Murray, A. (2007). Executive function, behavioral self-regulation, and social-emotional competence: Links to school readiness. In O. N. Saracho & B. Spodek (Eds.), Contemporary perspectives in early childhood education: Social learning in early childhood education, Vol. 7 (pp. 113–117). Greenwich, CT: Information Age.

McDermott, L. C. (1991). Millikan lecture 1990: What we teach and what is learned—closing the gap. American Journal of Physics, 59(4), 301–315.

McLaughlin, M., & Talbert, J. (2000). Assessing results: The Bay Area school reform collaborative, year four. Palo Alto, CA: Center for Research on the Context of Teaching, Stanford University.

Mol, S. E., & Neuman, S. B. (2014). Sharing information books with kindergartners: The role of parents’ extra-textual talk and socioeconomic status. Early Childhood Research Quarterly, 29(4), 399–410.

Moll, L. (1992). Vygotsky and education: Instructional implications and applications of sociohistorical psychology. New York, NY: Teachers College Press.

National Academy of Sciences. (2007). Rising above the gathering storm: Energizing and employing America for a brighter economic future. Washington, DC: National Academies Press.

National Association for the Education of Young Children (NAEYC). (2009). Where we stand on curriculum, assessment, and program evaluation. Retrieved from www.naeyc.org/files/naeyc/file/positions/StandCurrAss.pdf

National Association for the Education of Young Children (NAEYC). (2014). Early childhood program standards and accreditation criteria. Washington, DC: NAEYC. Retrieved from www.naeyc.org/academy/files/academy/file/All-CriteriaDocument.pdf

National Center for Education Statistics. (2011). The nation’s report card: Science 2009 (NCES 2011-451). Institute of Education Sciences, U.S. Department of Education, Washington, DC: Author.

National Child Care Information and Technical Assistance Center. (2011). State requirements for minimum preservice qualifications and annual ongoing training hours for child care center teachers and master teachers in 2011. Retrieved from occarchive.org/pubs cclicensingreq/ccir-teachers.html

National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: Author.

National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010a). Common Core State Standards for English language arts & literacy in history/social studies, science, and technical subjects. Retrieved from www.corestandards.org/wp-content/uploads/ELA_Standards.pdf

National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010b). Common Core State Standards for mathematics. Retrieved from www.corestandards.org/wp-content/uploads/Math_Standards.pdf

National Institute of Child Health and Human Development—Early Child Care Research Network. (2005). A day in third grade: a large-scale study of classroom quality and teacher and student behavior. Elementary School Journal, 105, 305–323.

National Research Council (NRC). (1996). National Science Education Standards. Washington D.C.: National Academy Press.

National Research Council (NRC). (2001). Eager to learn: Educating our preschoolers. Washington, DC: National Academies Press.

National Research Council (NRC). (2007). Taking science to school: Learning and teaching science in grades K–8. Washington, DC: National Academies Press.

National Research Council (NRC). (2008). Ready, set, science! Putting research to work in K–8 science classrooms. Washington, DC: National Academies Press.

National Research Council (NRC). (2009). Engineering in K–12 education. Washington, DC: National Academies Press.

National Research Council (NRC). (2012). A framework for K–12 science education. Washington, DC: National Academies Press.

National Research Council (NRC). (2013). Next generation science standards. Washington, DC: National Academies Press.

Norris, D. J. (2001). Quality of care offered by providers with differential patterns of workshop participation. Child and Youth Care Forum, 30(2), 111–121.

Office of Head Start. (2011). Head Start child development and early learning framework. Arlington, VA: Head Start Resource Center.

Ostlund, K. (1992). Science process skills—Assessing hands-on student performance. Menlo Park, CA: Addison-Wesley.

Padilla, M. J., Muth, K. D., & Lund Padilla, R. (1991). Science and reading: Many process skills in common. Science learning—Processes and applications, 14–19.

Parke, H. M., & Coble, C. R. (1997). Teachers designing curriculum as professional development: A model for transformational science teaching. Journal of Research in Science Teaching, 34, 773–789.

Perret-Clermont, A. N. (1980). Social interaction and cognitive development in children. London, England: Academic Press.

Piaget, J. (1923/1959). The language and thought of the child. London, England: Routledge & Kegan Paul.

Piaget, J. (1960). The child’s conception of geometry. London, England: Routledge and Kegan Paul. (Original work published 1948)

Piaget, J. (1965). The moral judgment of the child. New York, NY: Free Press.

Piaget, J. (with R. Garcia) (1974). Understanding causality. New York, NY: Norton. (Original work published 1971)

Piaget, J. (1973). To understand is to invent: The future of education. New York, NY: Grossman.

Piaget, J. (1978). Success and understanding. Cambridge, MA: Harvard University Press. (Original work published 1974)

Piaget, J. (1981). Intelligence and affectivity. Palo Alto, CA: Annual Reviews Inc.

Pianta, R., La Paro, K. M., & Hamre, B. K. (2008). Classroom Assessment Scoring System: Manual, PreK. Baltimore, MD: Paul H. Brookes.

President’s Council of Advisors on Science and Technology (PCAST). (2010). Prepare and inspire: K–12 education in science, technology, engineering, and math (STEM) for America’s future. Retrieved from www.whitehouse.gov/sites/default/files/microsites/ostp/pcast-stemed-report.pdf

Puckett, M. B., & Black, J. K. (2000). Authentic assessment of the young child: Celebrating development and learning (2nd ed.). Upper Saddle River, NJ: Merrill.

Raizen, S. (1988). Increasing education productivity through improving the science curriculum. Washington, DC: National Center for Improving Science Education.

Rapp, W. H. (2005). Inquiry-based environments for the inclusion of students with exceptional learning needs. Remedial and Special Education, 26(5), 297–310.

Robertson, W. (2002). Force & motion and energy. Stop faking it! Finally understanding science so you can teach it. Arlington, VA: NSTA Press.

Rose, D. H., & Meyer, A. (2002). Teaching every student in the Digital Age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD).

Sandholtz, J. H., & Ringstaff, C. (2011). Reversing the downward spiral of science instruction in K–2 classrooms. Journal of Science Teacher Education, 22, 513–533.

Seitz, H. (2008). The power of documentation in the early childhood classroom. Young Children, 63(2), 6.

Shaul, S., & Schwartz, M. (2014). The role of the executive functions in school readiness among preschool-age children. Reading & Writing, 27(4), 749.

Siegel, D. J. (2001). The developing mind: How relationships and the brain interact to shape who we are. New York, NY: Guilford Press.

Siry, C., Ziegler, G., & Max, C. (2012). “Doing science” through discourse-in-interaction: Young children’s science investigations at the early childhood level. Science Education 96(2), 311–326.

Skamp, K., & Mueller, A. (2001). Student teachers’ conceptions about effective elementary science teaching: A longitudinal study. International Journal of Science Education, 23, 331–351.

Spooner, F., DiBiase, W., & Courtade-Little, G. (2006). Science standards and functional skills. In D. M. Browder & F. Spooner (Eds.), Teaching language arts, math, & science to students with significant cognitive disabilities (pp. 229–243). Baltimore, MD: Paul H. Brookes.

Stoddart, T., Connell, M., Stofflett, R., & Peck, D. (1993). Reconstructing elementary teacher candidates’ understanding of mathematics and science content. Teacher & Teacher Education, 9(3), 229–241.

Sullenger, K. (1999). How do you know science is going on? Science and Children, 36(7), 22–26.

Supovitz, J. (2002). Developing communities of instructional practice. Teachers College Record, 104(8), 1591–1626.

U.S. Bureau of Labor Statistics, Division of Occupational Employment Statistics. (2014). May 2014 national occupational employment and wage estimates United States. Retrieved from www.bls.gov/oes/home.htm

U.S. Department of Education, Office of Planning, Evaluation and Policy Development, Policy and Program Studies Service. (2010). Toward the identification of features of effective professional development for early childhood educators, literature review. Washington, DC: Author.

Van Meeteren, B. D., & Escalada, L. T. (2010). Science and literacy centers. Science and Children, 47(7), 74–78.

Van Meeteren, B., & Zan, B. (2010). Revealing the work of young engineers in early childhood education. Early Childhood Research and Practice, 12(2). Retrieved from ecrp.uiuc.edu/beyond/seed/index.html

Van Meeteren, B. D. (2013). Engineering education from the perspective of the child (Unpublished dissertation). University of Northern Iowa, Cedar Falls, IA.

Van Meeteren, B. D. (2014). Ramps and pathways observational records (Unpublished manuscript). Cedar Falls, IA: University of Northern Iowa.

Varelas, M., Kane, J. M., & Wylie, C. D. (2011, April). Young black children and science: Chronotopes in their narratives around their science journals. Paper presented at annual conference of the National Association for Research in Science Teaching, Orlando, FL.

Victor, E., Kellough, R. D., & Tai, R. H. (2008). Science K–8: An integrated approach (11th ed.). Upper Saddle River, NJ: Pearson Education.

Vygotsky, L. (1978). Interaction between learning and development. In L. Vygotsky, Mind in society. Cambridge, MA: Harvard University Press. (Original work published 1938)

Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. New York, NY: Cambridge University Press.

Wenner, G. (1993). Relationship between science knowledge levels and beliefs toward science instruction held by preservice and elementary teachers. Journal of Science Education and Technology, 2(3), 461–468.

Willard-Holt, C. (1999). Dual exceptionalities. Reston, VA: ERIC Digest E574, ERIC Clearinghouse on Disabilities and Gifted Education.

Wilson, R. (n.d.). Promoting the development of scientific thinking. Early childhood news. Retrieved from www.earlychildhoodnews.com/earlychildhood/article_pront.aspx?ArticleId=409

Wolfgang, C. H., Stannard, L. L., & Jones, I. (2001). Block play performance among preschoolers as a predictor of later school achievement in mathematics. Journal of Research in Childhood Education, 15, 173–180.

Yasar, S., Baker, D., Robinson-Kurpius, S., Krause, S., & Roberts, C. (2006). Development of a survey to assess K–12 teachers’ perceptions of engineers and familiarity with teaching design, engineering, and technology. Journal of Engineering Education, 95(3), 205–216.

Yore, L. D., Bisanz, G. L., & Hand, B. M. (2003). Examining the literacy component of science literacy: 25 years of language arts and science research. International Journal of Science Education, 25(6), 689–725.