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As an early childhood and elementary science educator, Cindy Hoisington creates meaningful science, STEM, and literacy experiences for children, teachers, and families. She develops inquiry-based science and STEM curricula and designs and facilitates professional development in science for teachers, coaches, and administrators.
Hoisington instructs and mentors pre-K, K, and Grade 1 teachers in facilitating high-quality life, physical, and earth/space science experiences for children that reflect current research and science standards. She has directed projects that get children and teachers into nature and that empower low-literacy families to be their children’s first science and language teachers. She has contributed to the design and development of science standards and assessment tools for multiple audiences.
Hoisington has been a reviewer, advisor, and writer for educational media initiatives, including Curious George,Peep and the Big Wide World and The Cat in the Hat Knows a Lot about That! She is a co-facilitator of the NAEYC Early Childhood Science Interest Forum (ECSIF).
Hoisington received a BS in biology from the University of Massachusetts (UMASS) and an MEd from Bridgewater State College. She participated in postgraduate work in science and math education at UMASS Lowell.
"Teaching well requires first and foremost a fundamental respect for the learner and for the experiences, interests, and ideas they bring to the table."
What’s Next for STEM Education? Boosting Teachers and Teaching pre-K–12
Science and Young Children, A Natural Fit
The NSTA Position Statement on Early Childhood Science: Implications for Teachers, Programs, and Professional Developers
Keynote: Why Science in Early Childhood Settings?
"Science, Play, and Spirituality: Three Interest Forums Explore Connectivity and Deep Engagement"
NAEYC blog, May 19, 2017
“Promoting 21st Century Skills in Grades K–2: What Would John Dewey Have to Say?”
Edutopia, August 29, 2016
“The Power of Children’s Ideas: Thoughts about Science Learning and Teaching in the Early Years”
NSTA Early Years, August 28, 2016
“Promoting a National Dialogue about Early Science Learning”
EDC Learning and Teaching Division blog
Hoisington, C., & Winokur, J. (2015, September). Gimme an “E”! Seven strategies for supporting the “E” in young children’s STEM learning. Science and Children, 53(1).
Hoisington, C., Young, J., & Washburn, S. (2015). Building a classroom community that supports English learners in preschool classrooms. Head Start Dialog 18(2), 1–30.
Hoisington, C. & Winokur, J. (2015, February). Tools of science inquiry that support life science investigations. Science and Children, 52(6).
Hoisington, C., Clark-Chiarelli, N., Gropen, J., & Winokur, J., (2014, September) Supporting children’s physical science learning through water explorations. Young Children, 69(4).