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, kindergarten, 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."

Speaking Highlights

Supporting Science Teaching and Learning in Pre-K and Early Elementary; Opportunities and Challenges

Anaheim, CA
February 03, 2018

Thinking Deeper about Science in the Integrated Curriculum

NAEYC Annual Conference
Atlanta, GA
November 15, 2017

Promoting Science Inquiry and Thinking in Pre-K and K through Life Science Investigations

Baltimore, MD
October 06, 2017

What’s Next for STEM Education? Boosting Teachers and Teaching pre-K–12

Panelist, New America
Washington, D.C.
March 16, 2017

Science and Young Children, A Natural Fit

Texas School Ready! Early Childhood Summer Institute
July 2015

The NSTA Position Statement on Early Childhood Science: Implications for Teachers, Programs, and Professional Developers

NAEYC Professional Development Institute
New Orleans, LA
June 09, 2015

Keynote: Why Science in Early Childhood Settings?

Keefe Bruyette STEM Symposium
March 2015


Blog Posts

“Promoting 21st Century Skills in Grades K–2: What Would John Dewey Have to Say?”
, August 29, 2016

Promoting a National Dialogue about Early Science Learning
EDC Learning and Teaching Division blog

Selected Publications

Hoisington, C., & Winokur, J. (2018, February). Science Professional Development for the 21st Century; New strategies to transform your PD. Science and Children (55)6.

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).

Hoisington, C & Ashbrook, P. (2017, September) The early years; Experiencing inquiry. Science and Children (55)1.

Selected Resources


EDC and SRI International conducted an independent study of the Public Broadcasting Service (PBS) KIDS Play & Learn Science app, which includes in-app and direct hands-on science explorations for children ages 3 to 6 and their parents.