Science in the Early Childhood Classroom
Students in the early childhood classroom are varied in their abilities to sense and describe objects. They also have a great variance in the development of thought processes and the types of operations they are able to perform, such as grouping and ordering objects with one, two, or more properties.
Piaget has demonstrated that children need hands-on experiences just beyond their present cognitive level for them to learn how to perform logical operations. Repetition must also be provided to maintain and reinforce the acquired skills. Through discussion, language can be developed along with vocabulary, reading readiness, and socialization.
As the students explore and create answers to their problems we need to look at their solutions not as correct or incorrect, but on a continuum from wherever each of the students were before they started their activity, to where they are when they finish the activity, and where they should be at graduation. This creates a developmental approach of better answers based on what students gain from their activity. If we take this approach students will not necessarily give right or wrong answers, but better answers depending on their level. A child's explanation of gravity will not be as detailed as a middle school student, or a middle school student as detailed as a high school student, or a college student as detailed as a physicist. That does not make any of them right or wrong nor does it probably put any of them at a disadvantage, as each has probably developed a concept of gravity that is sufficient to meet their needs at their particular level.
The idea of learning as developmental puts extra importance on beginning the development of processes skills at an early age since their development takes time. The idea of science as labeling activities for memorizing vocabulary and definitions has not served us well. It is imperative that children in a technological society are provided with learning experiences that allow them to conceptualize powerful scientific concepts and develop skills to use the scientific processes. These abilities must be facilitated in a positive risk free environment so students develop positive attitudes toward science and the dispositions similar to a scientist who knows how to inquire and the implications of investigations in a variety of perspectives.
Hands-on science for younger children helps them perform at their ability level and creates enjoyment from their being "in charge" and the progress they feel they are making. As children develop more positive attitudes and interests in science, their achievement, understanding, and appreciation of their environment increases. Students will be learning how to use science for problem solving in their everyday lives and develop attitudes that are necessary to maintain quality life on Earth.
For the young child it is not what the teacher "knows" that is important but what and how the teacher provides experiences for them to discover and learn. Not by giving answers, but by asking questions, learning is conveyed as a process of thinking, hypothesizing, and experimenting in an active creative manner that is exciting, challenging, and fun. Children learn by modeling behaviors of others. Teachers who model learning along with their students teach the processes and attitudes that will be the foundation for them to solve real world problems for a lifetime of learning and exploration of the world.
Integration of other subjects: When students sort and create classes ask them how many are in each group? How many groups do they have? Which has more? Which has less? Do any have the same? Ask them to put them in order from more to less and less to more. Ask if there is a middle? Where is it? How do you know? Have them match groups to see what has more or less. Have them line up objects in groups and see if they are odd or even. When the students count the number of objects ask them to look for patterns. See if they can see patterns of two so they can start counting at two instead of one. Then three, four… Compare the patterns with dots on dot plates. Have them line up the objects and make real life graphs. Ask how that helps to see if there are more or less.
Create word cards for names of objects and properties of the objects. Have students use the property cards for different objects so that they can see that different objects can have the same properties.
Use yarn to make circles for students to sort objects by properties by putting the objects into yarn circles that represent certain properties (Venn diagrams).
Use the cards and have students put them in order to make sentences about what they know.
Have students draw pictures and use the words to label the properties of different objects. Use the pages to make a dictionary of objects and their properties or characteristics.
Read a story with a lot of description and have students identify the property words. Chart the words. How many of the words have students already learned or put on the word wall.
People learn with careful observation.
People learn by observing objects and interactions of objects.
Observations can be compared through communication of properties.
When people report different observations they can take more observations to try and find agreement.
Tools can be used to make better and more accurate observations (magnifiers).
Objects have many observable properties, including color, texture, size, weight, shape, temperature, and the ability to interact with other objects.
Objects are described and identified by their properties.
Objects can be separated or sorted into groups of objects or materials by their properties.
Don't be afraid to try activities and learn with the students. Your modeling of the science processes and your attitudes will be some of the most important lessons you teach, because as students develop positive attitudes about science and the ability to inquire they are gaining the freedom to do their own learning.
Robert Sweetland's Notes ©