State why science is important to the development of young children

Name and describe three general kinds of science

Discuss the discovery center and its importance in the ECE program

Children and scientists:-investigate by carefully studying their environment-gain knowledge by finding answers to questions or problems about the world

Investigation and knowledge cannot be separated

Learning how to is considered more important than the answers themselves

Three types of science experiences for young children◦ Formal science◦ Informal science◦ Incidental science

Children learn by doing◦ Actively involved in investigation of their world◦ Most effective

Science helps children develop skills in using their senses◦ These skills can be used throughout their

lifetime◦ Transfer of knowledge: knowledge and skills

gained in one area and used in others Exercise their creative abilities

◦ Open environment to play with materials and objects

Formal science – planned by the teacher to develop particular skills◦ Including pouring and measuring tools in the sand

and water area Informal Science – little or no teacher

involvement◦ Discovery center◦ Activities to stimulate curiosity, exploration, and

problem solving

Incidental science – cannot be planned; unplanned occurrence a teacher may take advantage of ◦ Worms after a spring rain◦ Thunderstorm and its damage◦ Teacher can encourage children to explore and

seek answers to some of their questions

Working with art materials may make for scientific observations◦ Water makes tempera paint thinner◦ Crayons near heat become soft

Cause and effect discoveries◦ Colors change as they are mixed◦ Sponges absorb liquid◦ Observe differences between liquids and

solids◦ Simple machines (hammer and scissors)

Naturally love animals Stimulate children’s artistic exploration After exploration, children will use art media

to make representations of animals Can be spontaneous

◦ Children finding a grasshopper on the playground◦ Teacher may ask throught provoking questions

Draw, paint, model representations of the children’s pets

Find pictures for collages showing animals Make zoo cages or farm environments for

play toys Create real or imaginary characters from

boxes

Should contain things for children to “do”

Sand and water table is common◦ Rice, beans, cornmeal, sawdust, mud with

measuring equipment Cooking

◦ Recipes that do not require adult supervision◦ Children prepare individually

Can contain plants and animals for children to observe

Please Touch! Can be set up for independent use Printed directions can be prepared Tape-recorded directions may also be

prepared Location of the discovery center is

important◦ Invites participation but limits distractions

As teachers, we need to educate our students on the importance of caring for the environment

Areas in Kansas are projected to be without water in their lifetimes!

Environment consists of home, school, and community for each child

Environment provides for their basic needs (water, food, clean air), safety, intellectual growth

In this chapter, the term environment refers to two things: man-made and natural things

Man-made: streets, houses, schools Natural: trees, grass, birds Home environment-pleasant/unpleasant

part of a child’s life School environment-pleasant/unpleasant Neighborhood-friendly, safe or

unfriendly, dangerous

Study of all elements of an environment, both living and nonliving, and the interrelation of these elements

Comes from two Greek words: ecos meaning home, and ology meaning study of

ECO programs encourage recycling of materials: reusing materials for art projects, we think twice before throwing anything away

Teach another way of living (licensing regs.)◦ Use durable dishes instead of disposable ones◦ Clean beverage containers◦ Recycle tin cans, pop cans◦ Use personal cloth towels instead of paper towels

Young children need opportunities to observe the total process rather than just a portion of it or only the finished product◦ Paper making process, life cycle of a plant

Increase the amount of time spent outdoors Music, movement, art activities outside Reading, working on projects outside All depends on weather conditions! The more natural an environment, the

better National Standards on earth and science:

“all students develop an understanding of the properties of the earth”

Teacher’s most important role is sharing enthusiasm, curiosity, and wonder

Get down on the child’s level to interact with him/her

Focusing attention on something can encourage exploration and child-adult conversation

Best way for children to learn about animals is to have them in the classroom

Children learn through observation and caring for pets

Effects of having pets:◦ Children grow in understanding animals’

needs◦ Appreciation for different animals◦ Compassion◦ inspiration

Be sure children do not have allergies to the animals

Guinea pigs Rabbits Parakeets White mice / hamsters Turtles / salamanders Gerbils Goldfish or fish of any kind

Children should learn that pets are not toys

Animals have feelings, and when provoked, some may bite

Discuss how pets feel, look, sounds they make

Write experience charts Draw/paint/model representations Take a trip to the pet shop or zoo Tell animal stories, sing songs, etc

Cost food, vet, replacement, cage. etc. Who is going to care for pet, weekends,

extended holidays? If it dies a natural discussion of death can

result, or in the case of fish, usually just replaced. (Is this something we want to get into? Depends on the program’s philosophy)

Watching a bean seed sprout Playing with snow in the texture table

before playing outside Watching birds and squirrels through the

windows before suggesting children let a goat eat from their hands

Walking barefoot in the grass and sand before wading in a shallow stream

Language-Exp. Center-books and pictures about nature

Manipulative Ctr.-simple puzzles with nature themes, shells, pebbles of differing sizes and colors

Art Ctr.-dried leaves or small pieces of bark for rubbings; seeds, shells, dry grasses, and feathers for collages

Music/Listening Ctr.-audiotapes of sounds from nature (bird, ocean, rainforest sounds)

Dramatic Play-camping equipment, garden tools, picnic basket

Make a garden using flower and/or vegetable seeds

Give choices to the children Older children can measure the growth,

then chart

Children can try to design and build bird feeders

Try different types of bird seeds to attract birds

Identify birds using books, binoculars to view birds through windows

Once you start feeding birds they become dependent on you, so continue feeding.

On nice days, take the children outside to lay on their backs to view the clouds

Ask questions!! Follow up with It Looked Like Spilled Milk

Walking in the woods, on the sidewalk, to hear the sounds of nature

Use a tape recorder for later activities Again, ask questions as you do this activity

After a rainstorm, take the children outside to observe how the rain water flows

Pavement/grass Dirt/grass Erosion

Under bushes, trees Thick grasses, large rocks Great time to ask questions about animals Get the children to think like an animal, and

they could answer questions as if they were that animal

“If you were a rabbit, why would you hide under the bush?”

Explore the outdoors to experience plants firsthand

Find the tallest tree, roughest bark, needles, pinecones, etc.

Experience vegetables, eat the results! Compare plants (leaves, seeds, size,

etc.) Plant some plants in a garden plot or in

plastic baggies

May use a large wading pool for experiments outside

Following items for water play experiences:◦ Sponges, corks, light pieces of wood◦ Funnels, strainers, plastic tubing◦ Spray containers, squeeze bottles◦ Plastic containers, paintbrushes◦ Spoons, dippers

Limit the number of children Use only unbreakable items for water play Develop water rules with the children

◦ Water stays in the tub vs. NO Splashing◦ Keep water in the containers◦ Have towels available for spills◦ Children wipe up or mop up spills immediately

What are the 2 phases of science? Which phase is

more important for young children?

The teacher is most involved in planning in

_____________.

The teacher cannot plan for ___________.

Observing skills are taught to children in

____________. Free investigation is used most often in

____________. Discuss the discovery center and its

importance in the ECE program.