state why science is important to the development of young children name and describe three general...
TRANSCRIPT
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.