Leap into Learning: Science in Early Childhood

by

Rae Pica

The following is adapted from Rae’s book, Jump into Science: Active Learning for Preschool Children (Beltsville MD: Gryphon House, 2009).

The word science may bring to mind men and women in lab coats, working with beakers, burners, and microscopes. It may prompt memories of concepts learned in chemistry, psychics, or biology classes, or bring to mind such topics as botany or astronomy. But that clearly is an adult perception of science. And if that’s your only perception of science, you might wonder – rightly – what place the subject has in early childhood.

Science for young children, however, is not about concoctions in test tubes. It doesn’t involve technical terms and scientific formulas. Rather, because science is about exploration, discovery, investigation, and problem solving, it can be said that every young child is a scientist – because their early lives are all about exploring and investigating the world around them! Everything children encounter is a mystery or a problem to be solved – a discovery waiting to be made.

More specifically, children first discover the workings of their own bodies. There are different ways to move – first while remaining in one place and eventually while traveling through the surrounding space. There are body parts to be discovered. Where are they, and what do they do? What are they called? Children learn that their bodies are something that must be cared for through good nutrition and hygiene. Thus, the “study” of the human body, which falls under the heading of health science, is one of the themes commonly explored in early childhood classrooms.

As children become increasingly aware of the world around them, they encounter animals, birds, and bugs in their own homes, outdoors, and, perhaps, through such venues as zoos and their preschool classroom. While zoology and other animal sciences are beyond their scope, young children are anxious to learn more about how these creatures move, the sounds they make, and how they are alike and different. Because young children are fascinated by creatures that are not other people, the theme of animals is one of the most popular in the early childhood curriculum. This theme is part of life science.

Of course, as young children mature and are exposed to life beyond the insides of their homes, they become aware of the elements of weather and seasonal changes. They’re intrigued by rain, snow, wind, and the discovery of shadows, seeds, and falling leaves. Plants and animals are part of life science, while the elements of weather are components of Earth and space science.

Finally, there are simple scientific concepts which young children can and should explore: flotation, electricity, gravity, balance, sound, air, evaporation and absorption, magnetism, and machinery (all falling under physical science). Naturally, it’s inappropriate to try to explain how electricity works or to define the force of gravity. You may never even use such words as gravity and evaporation with the children, but that doesn’t mean they can’t be introduced to the concepts through simple, developmentally appropriate experiences.

Science process skills are categorized as basic, intermediate, and advanced. Preschoolers can – and should – experience the basic process skills: observing, comparing, classifying, measuring, and communicating (Charlesworth & Lind, 2003). Behind these skills and most important to science learning, according to Charlesworth and Lind, is curiosity. They contend that curiosity is one of the most important attitudes anyone can have because curiosity inspires new perspectives and questions, which are essential to scientific exploration. They write: “This approach that is basic to science is natural to young children. They use all their senses and energies to find out about the world around them” (p. 65).

The Rationale for Active Learning in Science

Because young children are concrete thinkers and experiential learners, they need to explore science concepts with appropriate activities. For instance, gravity is the concept involve when children jump into the air and return to the ground. Evaporation is what occurs when children “paint” an outside wall with water and the water gradually disappears. Although young children may not understand how these things work, they can witness and feel them. Young children acquire so much information through their senses; the more senses involved in their learning process, the more children learn.

Consider the difference between a child being told about flotation versus his investigation and imitation of bubbles drifting in the air. Between his being told about balance versus figuring out for himself what happens when he leans just far enough in a certain direction. Being told that cats move quietly and turtles move slowly versus experiencing those kinds of movement himself.

Teachers in preschool and through the early elementary grades tell me that they often don’t have time anymore to include movement and music in the curriculum. But movement, music, and science are easily linked. For example, as mentioned, science for young children begins with the body’ and what children’s bodies are most known for is moving! How much better is it for children to learn to recognize and use body parts by employing them in a variety of physical activities? How much better is it for children to consider the functions of their heart, lungs, and muscles by stimulating them through movement? How much better is it for children to experience the sense of hearing by actively listening to a piece of music and discovering that just as a piece of music has a rhythm, so too do our hearts and breathing?

Moreover, when children physically experience concepts, they are learning through exploration and discovery. And, as pointed out earlier, exploration and discover are what science is all about. Both science and movement involve learning by doing.

Rae Pica is an educational consultant specializing in children’s physical activity and the author of numerous books for educators and parents. Read more of what she has to say at her blog, The Pica Perspective, and hear her interviews with experts in the fields of education, child development, play research, the neurosciences, and more at http://www.bamradionetwork.com/.