Science in ECE: It’s Not All Cocoons and Butterflies

science

Recently I had the opportunity to observe a teacher during outside time. This teacher was actively engaged with the children as she supervised her class. She took the time to stop and interact with them, constantly asking open-ended questions. As she walked around the playground she made comments to a small group of children using funnels and buckets in the sand box. At her next stop she helped children collect rocks and then sort them. She helped as children gathered and tossed leaves up in the air to watch them swirl around in the wind. The children giggled as she joined them in their shadow dancing/jumping game.

As I debriefed with the teacher after the observation, one of the areas in which she requested support was science. I asked about past activities. Which activities she felt went well, which activities didn’t go well and why. With excitement in her tone, she dove right into telling me about her butterfly project last spring and how the children loved observing the daily progress of the transformation to the release of them on the playground. Then she discussed a volcano explosion demonstration that flopped. I believe reflection is an important part of the planning/teaching process in ECE (and even life in general). Understanding which element was successful or unsuccessful, why it went wrong, or how it could have been done differently is a great strategy for an educator to continuously grow in this field. After reflecting for a few moments, she said the volcano flopped because the children weren’t interested in it. As we began to problem-solve WHY the children weren’t as interested in the volcano as they were in the butterflies, she stated, “Because it’s not a real life experience for them. It’s not something they see in their everyday world.” I immediately thought, BINGO! If it’s not meaningful to children, they’re not going to be engaged. One of my favorite things in ECE is adapting and even disguising learning concepts through topics of interest for children and of course play interactions.

As I read her my notes from the playground observation, she realized science was everywhere! Through her engagement and open-ended questions she was already fostering those early science skills. As we continued to reflect on that morning, she was able to make connection between those activities and the Early Learning and Development Standards (ELDS). Here’s what we discovered:

Cognition and General Knowledge: Sub-domain: Science

  • Exploring sand using funnels and buckets= ELDS strand: Science inquiry and application. Topic: Cause and effect
  • Collecting and sorting rocks = ELDS strand: Science inquiry and application. Topic: Inquiry
  • Investigating leaves being tossed in the air= ELDS strand: Earth and space science. Topic: Explorations of the natural world
  • Jumping shadows= ELDS strand: Physical science. Topic: Explorations of energy

Science in early childhood education is fostering a world FULL of wonder. While creating this world of wonder, your classroom doesn’t have to look like a science fair. So when you’re planning for your children, reflect on what is happening around them. What do you see them interested in and what are they asking questions about? What are they experiencing in their everyday world and how can you expand on it?

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About Tracy Schnirring

I am a professional development specialist at 4C for Children My main role is supporting preschool teachers through classroom coaching to best practice and Step Up To Quality (Ohio’s star-rating system). I am also certified to conduct program/child assessments and facilitate several workshops for 4C. In addition to my role at 4C, I am a daughter, sister, aunt, friend, and mother. The person who brings me the most joy in life is my 7-year-old boy. Outside of work, I enjoy spending time with family and friends, playing sports with my son, and being outdoors.