Abstract
High-quality learning experiences in early childhood programs can act as a protective factor for children from low-income homes and ultimately support children’s healthy development. Science has recently been identified as an important domain that can foster high-quality learning experiences for young children. Despite the importance of science in early childhood, children from Head Start programs enter kindergarten with lower scores on science compared to other developmental domains. Researchers and policymakers emphasize the need to examine the factors that influence children’s science learning. Teachers’ attitudes and beliefs towards science are important factors to examine given the impact they have on teacher classroom practice and student achievement. Few studies have explored teachers’ attitudes and beliefs towards science in relation to their classroom science practice within early childhood and no studies to date have examined the relation with children’s school readiness skills. The present study addresses these gaps by examining the relations between preschool teachers’ attitudes and beliefs, their classroom science practice, measured by both the frequency and the quality of science instruction, and children’s school readiness skills within the domains of language and social-emotional development in a sample of 30 Head Start classrooms. Results indicate a significant relationship between teachers comfort in planning and supporting science and the frequency with which they report engaging in science experiences with children in their classroom. No evidence was found for relations between teachers attitudes and beliefs and their quality of science instruction or with children’s receptive language and social- emotional skills. Findings from this study suggest the importance of building Head Start educator’s comfort in supporting more early science education in their classrooms.