NURTURING CURIOSITY RIGHT FROM THE START

 We are making this up as we go.  Early childhood science education is an evolving field.  There are some agreed on principles.  We start with the children.  Thinking scientifically will make you look better.  Materials do not teach.  Asking is better than telling  Books can make our job harder  Real life provides opportunities to stimulate scientific thinking every single day.

On a personal levelAs a profession

 We are working at the intersection of three rapidly developing fields:  Developmental psychology  Early care and education  Science education Please read and discuss the research bite in the center of your table.

 We are hardwired to learn.  Core knowledge of infants and toddlers human/nonhuman physics health sequences  Strategies for learning more seeking out experiences

It also makes you a more articulate conversationalist and a better reader

Stand magnifiers Balances Measuring cups Cubes Magnets Numberless thermometers Wind socks References

 Kids develop scientific thinking when they observe, compare, and then communicate about experiences

 Research Bite: How often do early childhood teachers ask questions?

Start by drawing attention to a common experience.

 These are the basic processes of scientific thinking for everyone, not just children.  Keep every kid involved– use small groups if you can  Stay focused on scientific thinking, not literacy.

Wind pushes things and makes them move.

 Big Content Idea: things move when they are pushed by something  Big Process Ideas:  I can ask questions  I can find out the answers to some of my questions  When a lot of people try the same thing, they have about the same results  People are more likely to agree with me when I have evidence to back me up  Everybody can do science.

 Activities and lessons– the difference is questions.  Complete one of the activities and discuss ways to broaden children’s scientific thinking about the concept.  What things will you ask to help them observe, describe and compare their experiences?

 Teachers must be responsible for the content their ‘guest speakers’ present to children  All young children find ‘mythbusting’ books confusing  Vulnerable learners have difficulty telling fact from nonfact if both are present in illustrations  Given prior experience with factual books, most children can tell fact from fantasy  Even very young children can learn to question a text

 Science is an attitude.  Home life  Routines  Lining up, passing things out, hygiene  Grouping for centers  Modeling questioning and thinking aloud  Testing materials  New uses for old things, making new things  Solving social problems Themes and Projects all involves scientific thinking and may include science content