The Readiness through Integrative Science and Engineering (RISE) project focuses on the purposeful engagement of preschool teachers and children in both the explanation-seeking behavior of science and the problem-solving behavior of engineering and technological endeavors. Specifically, RISE seeks to develop ecologically valid, culturally relevant integrative science, technology and engineering (STE) preschool curriculum components and home-school connections (HSC), forged through exploration of family knowledge, activities, and routines related to STE, to support young dual language learning (DLL) children’s school success. Three Head Start teachers will provide brief presentations about how their curriculum concerning the concept of Living vs. Non-living Things unfolded. These presentations will provide the audience with clear examples of how curriculum implementation can align with, yet vary within, larger national and state frameworks, how a co-construction approach to PD can empower teachers and families, and how evaluation of curriculum and PD programs can measure fidelity to an approach rather than fidelity to a specific curricular script. Implications for application in other settings will be discussed, especially as relevant for informing culturally inclusive curriculum.
