SCIENCE

Science encourages natural curiosity and questioning for preschoolers; they learn about the world relative to what they can see, predict, and explore therefore, they understand essential critical thinking and problem-solving skills and gain reasoning abilities. When children interact through science, regardless of subject area dissecting nature, combining/investigating two parts, observing growth or transformation they actively and creatively question and attempt to address activities (Howard & Mayesky, 2022). Young children shouldn't learn science relative to scientific facts but an expected process of learning through action with empowered exploration and discovery which makes STEM endeavors accessible and comfortable for children as thinkers and investigators.

Theories and Perspectives

According to Piaget's developmental theories, the best way for children to learn is through experience and manipulation prominently seen in scientific exploration as they develop in stages that create knowledge based on their environment. Looking at natural phenomena or simple experiments depend on like stages of understanding. Additionally, Torrance believes that creative thinking emerges through fluency, flexibility, originality, and elaboration all concepts that can be strung together through scientific process as children create questions and subsequent answers. These theories support science's connection to creativity because they are integrative processes to understand levels beyond the first impression (Isbell & Yoshizawa, 2016).

Resources and Technologies

Natural elements (rocks, plants, leaves) and tools (tweezers, pipettes, magnets, magnifying glasses) allow children to investigate and explore by observation/contact. Basic scientific kits and traditional microscopes compel investigations while digital microscopes assist in keeping records. Seek by iNaturalist or Little Scientist apps assist in identifying findings. Sensory tables with sand/water/ice show cause/effect opportunities while time-lapse videos help explain/honor scientific change. Weather apps or digital charts encourage education beyond the classroom. These resources all prompt investigations and interest in questioning while technology helps expose methods and document conclusions (Howard & Mayesky, 2022).

Activities Using Art

0-2 Years:

  • WATER PLAY- Fill some tubs with warm water, cold water and have infants splash. Provide some entry level toys to sink and float.
  • FEET SENSATION– Walk barefoot on grass, sand and soft rugs. Great sensory exploration and noting beginnings.

    • 2-3 years:

  • MAGNET EXPLORATION-Use magnets to see what in the classroom sticks and does not.
  • WEATHER TALK– CEach morning we will look outside and discuss the weather, noting with simple symbols any changes.

    • 3-5 years:

  • PLANTING SEEDS-Children will plant seeds, noting how much water they need and watch them sprout. They can draw in their journal as they see progression.
  • SINK OR FLOAT– Children will guess whether items float or sink and then test them out on with a bin of water. This provides great hypothesis development.

    • 6-8 years:

  • VOLCANOES IN A CUP- Use baking soda and vinegar in small cups to create mini eruptions, learn about fizzing reactions and chemical reactions.
  • BUG INVESTIGATORS– Find bugs outside. See if you can identify them using magnifying glasses/tablets. Take notes for your group digital science journal.

    • Critical Reflection

    I conducted 'Planting Seeds' and 'Bug Investigators' this week and both went well in demonstrating to children how they can be confident explorers in science. 'Planting Seeds' had children excited about enjoying responsibility as they wanted to check on their growth, taking notes each day. 'Bug Investigators' were able to have in-depth conversations the older they were, about habitats and they used tablets to take close-up photos of what they found. A strength of both was that children remained interested and inquired about what we'd be doing next naturally, however, a weakness was lack of equitable participation; some were shy to put their hands in dirt or hesitant to touch certain bugs. Next time, I could provide gloves for ease, other roles of observation (photographer, notetaker) and tweezers to give a more sensory experience without touch; it helped me realize that group documentation could benefit from group discussion afterwards where they can share and compare discoveries. Isbell & Yoshizawa (2016) explain how science is such a domain of creativity, especially with exploration and discussion afterwards. These activities promote awe, playful problem-solving, and nice inquiry skills so I'll make sure to focus more on collaborative science talk with varied access to all involvement styles in the future.