8.3 Environmental Factors in Supporting Science

The indoor and outdoor environments provide the context for children’s physical and social explorations and construction of scientific concepts. The following are strategies for helping teachers set up a physical environment that is rich, stimulating, and conducive to children’s construction of knowledge

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Be thoughtful about what objects and materials to include in the environment Provide a variety of natural materials to observe and investigate

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Include objects and materials that allow for creativity and open-ended investigation Include living things in the preschool environment

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Include scientific tools for observation, measurement, and documentation Make scientific tools available throughout the preschool environment

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Consider adaptations in scientific tools and materials for children with special needs Use technology to support children’s scientific experiences

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Present documentation of science-related experiences in the preschool environment Include children’s books with science-related content

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Use the outdoors for natural explorations and investigations Organize the space in ways that promote children’s explorations

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Allow space for observations and for objects, materials, tools, and resources related to science

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Allow for flexibility in the use of physical space and furniture to accommodate the changing needs of each activity

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In order to promote self-direction and free explorations, tools and materials need to be accessible and consistently available to children

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Social interactions are necessary for conceptual growth and the development of communication skills Always be aware of children’s safety

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Foster children’s curiosity and questioning

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Guide children in exploring their questions Be an active observer

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Talk with children and engage them in conversations during their investigations Provide children with time.

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Know when to intervene and when to stand back Model the use of scientific vocabulary[1]

Table 8.1: Scientific Vocabulary[2]

Words that can be used to describe scientific activities:

Observe, observation

Predict, prediction

Test

Similar, different

Compare, contrast

Count

Measure

Investigate

Explore

Experiment

Discover

Record

Explain

Hypothesis

Table 8.2: Suggested Scientific Tools[3]

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Types of ToolsNames of Tools

Observation Tools

Tools to extend close observations

Magnifying glasses, hand lenses Binoculars

Tweezers

Microscope Trays (Collectors’ trays)

Measurement Tools

Tools for measuring length, height, weight, volume, and temperature

Tape measures, strings, unit blocks

Rulers Scales (e.g., balance scale, bathroom scale) Measuring cups

Measuring spoons Thermometer

Recording Tools

Tools for recording and documenting information

Pencils, markers, crayons

Science notebooks/journals, charts Papers, posters

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Camera, computer

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Felt board, magnet board Materials to create 3-D models

Table 8.3: Suggested Open Ended Materials[4]

Types of Materials

Names of Materials

Sample Materials:

Materials for Building and Construction

Open-ended materials can be used in multiple ways and therefore allow for investigation, creativity, and problem solving

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Blocks of various shapes, sizes, and materials (e.g., wood, foam, cardboard)

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Boxes

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Cardboard, planks, ramps Carpentry tools

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Gutters, hollow tubes Logs

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Nuts and bolts Screws

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Sticks Straws

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Wheels, wheeled objects Other construction materials

Sample Materials:

Collections of Objects and Reclaimed Materials

For exploration of diverse materials and use in sorting, classifying, and ordering activities

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Bottles

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Boxes of various sizes Buttons

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Collection of balls of different sizes

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Collection of different types of animals (for sorting and pretend play)

Collection of household tools made from metal, wood, plastic Collection of musical instruments

Corks

Fabrics (e.g., a collection of gloves made of wool, rubber, leather) Glass nuggets

Metal lids Plastic lids Screws

Shakers, maracas, castanets Styrofoam pieces

Wind chimes Woodchips

Types of Materials

Names of Materials

A Variety of Substances/ Materials

Cooking utensils Corn starch Dough Eggshells

Flour Liquids Salt Sugar

Clay

Crystals

Minerals

Rocks

Sand

Natural Materials: Earth Materials

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Seashells

Natural materials found on earth

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Soil

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Tools to dig and explore soil (e.g., trowels, containers, magnifiers,

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trays)

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Tools to explore water (e.g., water table, clear plastic tubes,

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connectors, funnels, containers)

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Water

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Bark

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Cotton

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Feather

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Fruits

Natural Materials: Plant Materials

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Fur

Materials derived from plants and animals

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Leaves

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Seeds, seed pods (e.g., pinecones)

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Tree logs

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Twigs

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Vegetables

imageChildren bring to science many ideas about how things work. These intuitive understandings or naïve theories that children have constructed often conflict with what is known to be scientifically correct. Children hold preconceptions and misconceptions about different topics of science including forces, changes of matter, light, sound, and earth phenomena. For example, children believe that water disappears when it evaporates or that rain occurs when clouds are shaken. It is important to know how these conceptions differ from the scientific explanation and why children construct these ideas. Children’s misconceptions are intuitivelyreasonable, from the child’s perspective, and are used by children to explain the “why” behind physical events. Some of children’s ideas may be cultural beliefs that have been introduced at home. The teacher’s role is to guide children through numerous opportunities to discover and re-create concepts, without overtly correcting their misconceptions. Remember, science is about experimentation, and the goal is to support children’s scientific thinking, not to merely provide the correct answer.[5]Sources:C. E. Landry and G. E. Forman, “Research on Early Science Education, in The Early Childhood Curriculum: Current Findings in Theory and Practice, 3rd ed., ed. C. Seefeldt (New York: Teachers College Press, 1999).N. L. Gallenstein, Creative Construction of Mathematics and Science Concepts in Early Childhood (Olney, MD: Association for Childhood Education International, 2003) Research Highlight

References

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This page titled 8.3: Environmental Factors in Supporting Science is shared under a not declared license and was authored, remixed, and/or curated by Jennifer Paris, Kristin Beeve, & Clint Springer.

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ACC Introduction to Curriculum for Early Childhood Education (ECE 2621) Copyright © by Erin Jones. All Rights Reserved.

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