{"id":674,"date":"2025-05-02T19:52:30","date_gmt":"2025-05-02T19:52:30","guid":{"rendered":"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/?post_type=chapter&p=674"},"modified":"2025-06-22T19:24:58","modified_gmt":"2025-06-22T19:24:58","slug":"8-1-introduction","status":"publish","type":"chapter","link":"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/chapter\/8-1-introduction\/","title":{"raw":"8.1: Introduction","rendered":"8.1: Introduction"},"content":{"raw":"

Children have a sense of wonder and natural curiosity about objects and events in their environment. Just like scientists, they seek information and actively explore and investigate the world around them, try things out to see what happens, and confirm or adjust their expectations.<\/p>\r\n

Science is a natural and developmentally appropriate focus for young children. Preschool science is about active learning, not memorizing scientific facts or watching the teacher perform science demonstrations. The purpose of preschool science is to nurture children\u2019s habits of inquiry, critical thinking, creativity, innovative problem solving, open-mindedness, and the motivation to learn. Preschool science guides children\u2019s natural curiosity into opportunities to observe, explore, and inquire about basic phenomena and materials in their world.<\/p>\r\n

From infancy, children gain knowledge and develop concepts about living things and physical objects. Preschool science provides children with focused experiences that allow them to learn ways to explore and extend their knowledge. Children begin to adopt scientific ideas and to acquire the basic skills and language of scientific inquiry (ways to explore and develop knowledge and understanding of scientific ideas). Making observations, posing questions, planning investigations, using tools to gather information, making predictions, recording information, and communicating findings and explanations all combine in an evolving process of developing science understanding and creating a disposition to choose to learn science in the future.<\/p>\r\n

Science can be conducted in any preschool setting. All preschools, regardless of the level of resources and access to nature, can use their existing resources to create a program with meaningful science learning experiences. Pushing cars down an incline, building with blocks, manipulating tubes at the water table, or mixing clay with water are everyday play activities that engage children in experimenting with objects and materials. Collecting leaves, searching for insects in the yard, sorting and classifying fruits and vegetables, and sprouting seeds in pots engage children with living things. Experiences of child-initiated play are important as they provide children with opportunities to construct understanding and integrate knowledge. With teachers\u2019 planning, guidance, and support, children\u2019s play and interactions with objects can become rich experiences of scientific inquiry and facilitate children\u2019s knowledge and understanding of objects and events in the world.<\/p>\r\n

Preschool teachers play a pivotal role in expanding children\u2019s understanding of science concepts and developing children\u2019s attitudes, skills, and the language of scientific inquiry. The teachers can focus children\u2019s attention on particular science concepts, those that are developmentally appropriate, interesting, and engaging for both children and teachers. They can create engaging inquiry experiences, encouraging close observations of objects and events.<\/p>\r\n

Children may draw the connection to their growth and the growth of other animals and begin to develop a broader understanding of living things. Such experiences of scientific inquiry not only support children\u2019s development of scientific knowledge but also provide a natural vehicle for developing children\u2019s social skills and their development in mathematics, language, literacy, and other domains.<\/p>\r\n\r\n[caption id=\"\" align=\"aligncenter\" width=\"251\"]\"clipboard_ef01cc22d8047a8a596d24733bcf762d7.png\" Figure 8.1: A teacher used background knowledge to help the children create this bilingual butterfly life cycle documentation.[1][\/caption]\r\n

Preschool teachers do not need to have extensive knowledge about science to teach it well, but they should be willing to research and gain general knowledge of the concepts and principles they explore with children. The kind and amount of information or knowledge they need to know is readily available through basic research. Acquiring some background knowledge about the topic helps teachers in planning inquiry experiences and challenging and supporting children through their explorations.<\/p>\r\n

Teachers do not need to have answers to all the questions children will raise. Rather than providing children with answers, teachers can use children\u2019s questions as a springboard for further investigations. They may say, \u201cI don\u2019t know. Let\u2019s find out together.\u201d Teachers must become \u201cscientists\u201d together with children, model a questioning mind for children, and think out loud, expressing interest and enthusiasm. Teachers\u2019 thoughtful guidance and support through inquiry experiences build a foundation for children\u2019s understanding of basic science concepts, foster a positive approach to learning, and develop learning skills and attitudes necessary for later success in science and other subjects.[2]<\/p>\r\n

References<\/span><\/p>\r\n\r\n

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[1]\u00a0The California Preschool Curriculum Framework, Volume 3\u00a0by the California Department of Education is used with permission<\/p>\r\n

[2]\u00a0The California Preschool Curriculum Framework, Volume 3\u00a0by the California Department of Education is used with permission<\/p>\r\n\r\n<\/div>\r\n