Science experiences in early childhood

Several years ago I attended training about science and how to incorporate it everywhere in a program which inspired a previous blog of mine. Just recently I was in a program and made an observation that had me thinking back to that blog.

The children were all crowded around a small garden where a butterfly had landed on a flower. The children were very quiet, just watching. I asked a teacher in the room to tell me about what was happening. She said, “That’s our butterfly. He has been visiting for a couple days and he has been on that flower most of the day.” I asked what the children have been doing with it. She replied “They just watch it…they keep each other from touching so they mostly just watch.” I walked over by the children who were watching the butterfly. I heard thing like, “Guys you have to be quiet because the butterfly is sleeping,” with a response, “No, butterflies don’t sleep, besides his wings are moving.” One child wondered out loud if the butterfly was a boy or girl. Another child wanted to move it to another flower but the other children insisted that he keep his hands off it in case it would get hurt. Most children went about playing on the playground, but they returned every so often to check on the butterfly. I thought to myself “What a wonderful opportunity for children to experience science!” These children are so interested in this butterfly, with lots of questions.

How can you enhance the science experiences in your ECE classroom?

How can you enhance the science experiences in your ECE classroom?

First, let me say that I’m glad the children were given the time to just observe—and sometimes that’s enough. Another way to add to this type of experience and extend it a bit would be to provide some clipboards with paper and pencils. The children could write observations, maybe do a time log (since the butterfly had been visiting all day) or draw pictures of what they were seeing. I also wonder about the extensions that could be brought into the classroom. Children could be provided with books about butterflies, both fiction and non-fiction. Small group discussions could be about different types/colors of butterflies, charting favorites. A free choice activity could be to sort the parts of the life cycle of the butterfly.

I think the point here is that sometimes opportunities for science experiences just happen, unplanned. And that is the perfect time to encourage some wonder. As I said in that previous blog, “There are many ways to do science everywhere; to look for ways that allow children to make their own discoveries of the world around them. Children are born scientists; they already have lots of questions and want to explore. It is simply our job to let them…”