Why Help Children to Develop Early Science Literacy?
Early childhood education focuses on teaching reading, writing, math, art, and social skills. Science is sometimes neglected as an important subject for younger kids. At Rocket 2 Wonder, we hope to fill that gap by exciting kids about the wonders of science and introducing them to its basic concepts.
Central to Rocket 2 Wonder's mission is rewriting new scientific discoveries into simple descriptions that parents and teachers can share with children. By sharing with kids our growing understanding of the natural world, we show them that science is a vital field for learning and discovery, one in which everyone can participate. Through helping young children to develop science literacy, we also impart to them a spirit of inquiry and give them the means to investigate.
Early science literacy focuses on helping children to
observe the world around them closely
raise questions about what they are seeing and others are saying
investigate the natural world and their assumptions about it
analyze new experiences and integrate learning with existing knowledge
represent ideas in words, pictures, graphs, models, art
_____________________ Helping Young Children to Become Science Literate excerpted and adapted from Dialogue on Early Childhood Science, Mathematics, and Technology Education: First Experiences in Science, Mathematics, and Technology by Edward Chittenden and Jacqueline Jones (AAAS, 1999) although directed toward teachers as original written, these guidelines for encouraging science literacy can be readily adapted for use by parents at home (1) The evidence collected in early childhood assessments should go beyond the “deficit” model and highlight what children know. Teachers need to understand that children’s “misconceptions” about natural phenomena are not necessarily unproductive; they may reflect keen observations and efforts to make sense of the world. For the teacher, this assessment requires an attitude of listening, of asking questions in an open way, and of attending to unanticipated answers. This stance toward assessment is exemplified when teachers collect information about children’s interests and prior experiences as a step in planning instruction. 1. Discussions begin with open-ended questions, such as: “What are some things made of paper?” 2. Children shape the agenda of the discussion. The teacher sets the stage for conversation but does not dominate it. Children are allowed time and space to formulate ideas in their own terms and to pursue aspects of a topic that are of greatest interest to them. In general, teachers refrain from correcting or modifying children’s comments. 3. Participation by all children is encouraged. Teachers steer the discussion in a way that encourages comments from each child at some point. “Going around the circle” is one strategy. A discussion that involves most of the group will bring out evidence of the variety of interests among children; it will also highlight issues or questions that are commonly shared. (2) Children need time to revisit interesting phenomena; they need opportunities to ask the same question over and over again, perhaps in new or slightly different ways. Important ideas develop gradually—over days, months, and years—and are seldom the result of a single lesson or demonstration. Moreover, the development of thought is not neatly sequential, but rather marked by detours and explorations. (3) Young children’s science learning is inherently social. A teacher with whom we have worked remarked, “It’s the many little conversations among children that really count for something” in promoting their ideas and observations...Although individual learning is typically the focus of classroom assessments, teachers need to be responsive to the patterns of interest and knowledge within the group. Documents reflecting the social dimension abound in young children’s classrooms, such as displays of drawings, records of class discussions, and observations of group projects. _____________________ Using Science as Educational Play Young children learn through experience, especially experiences that stimulate their senses. They are naturally curious, and love not only to see, touch, smell, taste, and listen to the world around them, but also to discover new information about what they are experiencing. Since young children learn best by playing, focus on hands-on activities you can do together. _____________________ Making the Most of Everyday Learning Opportunities Teaching children about science can be as simple as making the most of everyday learning opportunities. Just keep an ear or eye open for when your child shows an interest in a phenomenon, or when you've encountered something together that could serve as a valuable teaching opportunity. To make these most of these teachable moments:
“Where have you seen shadows?”
“What do you know about water?”
“What have you noticed lately about our caterpillars?”