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| photo from www.teachpreschool.org; retrieved online 5/4/2019 "Research and practice suggest that children have a much greater potential to learn than previously thought, and therefore early childhood settings should provide richer and more challenging environments for learning. In these environments, guided by skillful teachers, children’s experiences in the early years can have significant impact on their later learning. In addition, science may be a particularly important domain in early childhood, serving not only to build a basis for future scientific understanding but also to build important skills and attitudes for learning." from Karen Worth's article Fall 2010 "Science in Early Childhood Classrooms: Content and Process" |
Examples:
1. image from The Mailbox--2nd and 3rd grade level electronic newsletter--water depth and pressure experiment; place a soda 2 liter bottle with 2 holes taped over then filled with water and sealed into a tub kind of bin or pan; remove tapes at same time while asking the children to guess where the water will come from first; and ask them why it happened where it did
2. image from The Mailbox--2nd and 3rd grade level electronic newsletter--condensation phase of water cycle experiment; add water to the fill line on the cup; seal tight in the plastic bag; place in a window that gets good sunlight (solar heat); when will evaporation (and later--how much evaporates) take place...can children see the condensation?
3. the water station exploration activities photo is from www.nstacommunities.org; retrieved online 5/4/2019; children can explore gravity and flow; volume with different sizes of containers and funnels; even a sponge can be saturated and see how much can be squeezed out and measured
4. this next example is not to shame the website Education.com but to show how a worksheet can be the inspiration or springboard for a teacher to guide her/his children's curiosity
Cut apart the images, laminate or place inside sealed clear plastic bags and display on a wall or tabletop where children can do sink and float comparisons. A bowling ball (pink item with 3 holes) is not practical for an indoor classroom environment so make that one a button; same for the log--impractical but a twig would be ideal; a small apple; a rubber duckie; key; and horseshoe magnet complete the list of items.
A large clear storage tote filled about 1/3 with water should be enough to either suspend or not these objects.
Place a large beach towel or shower liner underneath in case a child or two are exuberant with putting items into the water.
Extend the exploratory time during the next couple of sessions by asking children for suggested classroom items to try. (crayon, pencil, wooden spool vs plastic spool; paper clips of different sizes; plastic lids; etc.)
My understanding and application of the constructivist theories in cognitive development is to allow children opportunities to explore and experiment with the teacher guiding and providing materials first. Then as youngsters are asking questions and showing desire to change, inspect, and analyze, vocabulary, facts, data, and skills can be shared later. For the above sink or float activity, gravity and buoyancy are large words for little ones. How can those be defined in basic terms?
Are daycare centers, preschools, and primary elementary grade classrooms still allowing exploratory learning?
Or has this disappeared under the 'umbrella' of testing and assessment?
Let me know in the comments on how early childhood science is approached.
From the USA heartland,
Becca S
