Science In Early Childhood 2

In my last blog I addressed why it is important to include science in the early childhood classroom. After understanding they why many people may ask, “How do I begin?” One article that was really helpful was a PBS Teachers article. The most important idea the article relayed was that during the early childhood years (ages 3-5) we are not incorporating science in order to teach science topics but rather science literacy and the skills of observation, classification, and communication.
The article suggests that the simplest way to incorporate science into the early childhood environment is to find science in the activities you already do. Color mixing, cooking, comparing similarities and differences in objects, and cooking can all be science.
Setting up a science center is another way to incorporate science. Simple objects used to observe and measure, mirrors, magnets and color paddles are just a few items that can inspire “scientific conversations”.
The article also suggests using your surroundings. Collect objects from around the city and make observations. Collect pine cones, feathers, leaves, etc. whenever you find them. Ask you local pet shop for snakeskin, feathers, and other animal items.
If students start to do something unusual with an item or use it in an uncharacteristic way, step back and watch. They may be making a new discovery.
If you don't know an answer, find out. Tell the children where you found the answer. Even early learners can understand looking up information in books, and on the Internet.
The best way to promote science literacy is to provide young children a variety of books, from preschool level all the way up to adult. Just make sure the adult books have lots of pictures.
As the article has pointed out there are many simple ways to incorporate science into the early childhood classroom. Maybe if children are exposed to science skills at an earlier age more academic knowledge can be learned in the elementary grades and beyond.