Exploring Nature July 3, 2005 Erice, Sicily Karen Worth Center for Science Education Education Development Center, Inc., Newton, MA
Copyright © 2005 Education Development Center, Inc. Why Science for Young Children? Children are curious Children do science inquiry Children develop explanatory theories Science provides experience with important events and ideas Science engages all children
Copyright © 2005 Education Development Center, Inc. Criteria for Subject Matter Draws from children’s experience Is developmentally appropriate Can be explored directly Is open to deep exploration over time Is interesting and engaging Builds important science concepts
Copyright © 2005 Education Development Center, Inc. Inquiry Diagram
Copyright © 2005 Education Development Center, Inc. Raise questions Explore objects, materials, and events Make careful observations Describe, compare, sort, classify, and order Use a variety of simple tools to extend observations Engage in simple investigations Record observations, explanations, and ideas Work collaboratively with others Share and discuss ideas and listen to new perspectives Inquiry Skills
Copyright © 2005 Education Development Center, Inc. Physical characteristics of living things Basic needs of living things Simple behaviors of living things Life cycles of living things Variation and diversity of living things Relationships between living things and their environments Life Science Content Areas
Copyright © 2005 Education Development Center, Inc. What Teachers Do in Effective Science Classrooms Choose a focus for inquiry Prepare themselves to teach the topic Plan a schedule that allows time for inquiry Foster children’s questioning Encourage children’s work and deepen their understanding Observe and assess individual children and the group
Copyright © 2005 Education Development Center, Inc. “Experience is not the best teacher. It sounds like heresy, but when you think about it, it’s reflection on experience that makes it educational.” George Forman Professor Emeritus University of Massachusetts
Copyright © 2005 Education Development Center, Inc. Deepening Children’s Understanding Engage children in conversation as they work Lead group discussions Encourage children to document and represent their work Document what is happening
Copyright © 2005 Education Development Center, Inc.
Copyright © 2005 Education Development Center, Inc.
Copyright © 2005 Education Development Center, Inc.
Copyright © 2005 Education Development Center, Inc.
Copyright © 2005 Education Development Center, Inc.
Copyright © 2005 Education Development Center, Inc.
Copyright © 2005 Education Development Center, Inc.
Copyright © 2005 Education Development Center, Inc.
Copyright © 2005 Education Development Center, Inc.
Copyright © 2005 Education Development Center, Inc.
Copyright © 2005 Education Development Center, Inc.
Copyright © 2005 Education Development Center, Inc.
Copyright © 2005 Education Development Center, Inc.
Copyright © 2005 Education Development Center, Inc.
Copyright © 2005 Education Development Center, Inc.
Copyright © 2005 Education Development Center, Inc.
Copyright © 2005 Education Development Center, Inc.
Copyright © 2005 Education Development Center, Inc.
Copyright © 2005 Education Development Center, Inc.
Copyright © 2005 Education Development Center, Inc.
Copyright © 2005 Education Development Center, Inc.
Copyright © 2005 Education Development Center, Inc.
Copyright © 2005 Education Development Center, Inc.
Copyright © 2005 Education Development Center, Inc.
Copyright © 2005 Education Development Center, Inc.
Copyright © 2005 Education Development Center, Inc. Characteristics of an Effective Science Program Builds on children’s prior experiences, backgrounds, and early theories Draws on children’s curiosity, while encouraging children to pursue their own questions and develop their own ideas Engages children in in-depth exploration of a topic over time in a carefully prepared environment
Copyright © 2005 Education Development Center, Inc. Characteristics of an Effective Science Program Encourages children to reflect on, represent, and document their experiences, and share and discuss their ideas with others Is embedded in children’s daily work and play Is integrated with other domains Provides access to science experiences for all children
Copyright © 2005 Education Development Center, Inc. Science in the Early Childhood Classroom A Shift in Emphasis Science activitiesScience inquiry and investigation Science facts and informationScience ideas, theories, and the process of inquiry Science experiences that occur only in the classroom Science experiences in the classroom and the community Weekly science themes/topics Months long science investigations of developmentally appropriate concepts Practice of individual process skillsIntegration of skills and content Science table, nature displays, pets, and decorative plants Science throughout the classroom; plants for study, animal visitors, terraria, children’s work Experience charts Science notebooks, documentation panels, children’s works and drawings Science talk as show and tell and sharingScience talk as discussion and debate Books to provide informationBooks as motivation, resources More emphasis onLess emphasis on