Introduction.
Children learn science through trial and error. Experiments are one way children learn about the world around them. Learning science in children may be through a well-planned learning experience or incidentally as children try to do other things (Campbell et al., 2018). Children will engage in activities not meant to teach them a scientific concept and end up learning science from those activities. Science learning may even occur as learners engage in play activities in their homes and school environments. Learning science incidentally can happen when children are observing as others carry out an activity or do other things. Learning can also be through problem-solving exercises, where learners get to know new things or even discuss with others, as Campbell et al. (2018) explained. Also, incidental learning may take place as learners learn from mistakes that they have made, bringing out the aspect of trial and error through which children learn. The early years of the learning framework explain that children should be allowed to be, belong, and become. Teaching in an early childhood setting should be done so that the children can be, become and belong. This is not only limited to science but can be extended to all other learning areas. This essay discusses how children learn science in an early childhood setting. Giving the implications for teaching science, an analysis of current educational trends on how children acquire scientific skills and the importance of practical and complex ways of engaging children in understanding science.
Implications for teaching science in EC settings
Teaching through play.
Children naturally love play, and for the longest time, the play has been seen as the most natural and appropriate method for teaching children (Campbell et al., 2018). Educators have found play as motivating to young children since they enjoy playing as they get to learn about the world around them. Therefore, it is true that play is a very important component of children’s overall learning, not only for science learning. Teaching science through play can be one way through which children can get to understand the world around them in a better way. One way that makes play a more appropriate method to teach science is the fact that children will learn best through experiments. As mentioned in the introduction of this paper, science is best learned through trial and error and making exploration. Also, it is only through proper interaction with the materials that learners will get to know how best they can use the materials. The early years of the learning framework have emphasized play–based learning, not only for science but also for other school lessons. This is because the framework recognizes that play is one key way children learn (Campbell et al., 2018). Play expands how children think and also pushes them to want to learn. Teachers should always ensure that [lay is well connected to learning and teaching to achieve the objective.
Teachers in EC settings should also plan for learning experiences that will require learners to make observations on their own as a way of learning. This is a strategy through which children get to watch and make a conclusion based on their observations carefully. Learners get the opportunity to compare the similarities and differences between phenomena, through which they get to learn. Communication is also very key in learning science in an early childhood setting; an inquiry class relies entirely on communication. An inquiry-based instruction model will involve engaging, where learners get to engage with a challenging situation that provokes questions, explorations where learners investigate the situation presented to them, an explanation that calls for learners to explain the phenomenon and what they have learned about it, elaboration where learners are required to apply the knowledge they have learned and evaluation which involves reflection. This entire process calls for communication. It also calls for the most appropriate way that information can be presented in a way that learners understand, such as by using charts and diagrams that are also attractive to learners.
Questioning is another way that can be used to teach science in an early childhood setting. As suggested by Campbell et al. (2018), the inquiry process is driven by curiosity. This pushes the generation of questions and the search for answers. As children ask questions, they get to explore and learn. The teacher should be keen to select and emphasize the questions that learners ask that have a fruitful investigation once pursued. Even the non-investigable questions should be able to be turned so that investigations can be carried out and that learners may learn. Questioning is what triggers investigations and hence learning. All these strategies allow learners to explore and experiment freely, even as deliberate teaching occurs (Campbell et al., 2018).
Critical thinking or analysis of current educational trends on how children acquire scientific understanding and skills
Critical thinking enables children to create a connection between areas of learning as availed to them by educators. This further extends their understanding, and they can explain what they are doing and why they are doing it. They can even explain the outcome of something they are engaged in. creativity in early childhood can be achieved through activities such as music, dance, imaginative play and art, among others activities (Sharp, 2014). Early childhood curriculum should be designed to enable learners to think creatively and critically, growing their problem-solving skills and enabling them to solve any problem they come across. Children learn the world around them quickly, and they do this by interacting actively with materials and the environment around them in general. It is, however, good that current trends are considered. One clear thing is that technology has greatly impacted learning today.
Children live in a world of interactive media, which will not change. Digital devices have been at their disposal and have become very common tools in schools and homes. Technology has many advantages which cannot be run away with. It has had effects on how things are done in normal life, and it is clear that a lot has been made easy as opposed to how things were done in the past. Digital tools have impacted, to a great extent, how families do their normal duties (Burris et al., 2021). There has therefore been a great effect on how teachers use materials in the classroom and how content delivery has been happening. This has therefore affected the enquiry of scientific skills among children living in this digital era. Due to new technological shifts, the environment in which young people learn continues to be developed and shaped.
Technology however means that young children living in the times spend much time on technological devices, screens, televisions, computers and smartphones and this affects their interactivity with materials that they would learn from (Burris et al., 2021). Technology and all these devices can only be effective when used appropriately. If not guided, children will only end up in activities other than these that are supposed to help them learn. Screen time for young children should be guided and limited according to the age of the children. The availability of technology and technological devices should be available in a different place than active and interactive play with peers and adults. Educators should be able to set the time for learners to engage with interactive media and know how to integrate technology effectively into their education program.
Importance of practical and complex ways of engaging children in understanding science.
Understanding science for young children is very important. This is because it is through science that learners understand better the environment around them. It is important to note the ways through which learners should be engaged in their understanding of science. Learning is a dynamic process that captures the interaction of child characteristics and their environment (Beaver & Wyatt, 2022). This is key in shaping a learner’s understanding of scientific concepts and their environment and plays a major role in their growth.
Children enjoy learning through play. This makes it important to encourage play-based experiences to understand the concepts better. Play also supports understanding in the early years. However, it is also important to develop various skills, such as communication and motor skills, that are also key to learning. Further, it should always be understood that children are part of a community and have been brought up with some cultural beliefs that should also be considered. Allowing children to play a key part in their learning, regardless of their differences.
Also, engaging learners in the complex ways that they understand science through dies not only help in understanding science concepts. The aspects of physical development, cognitive development, social development through interaction with peers, emotional development and language development are also achieved in the process (Beaver & Wyatt, 2022). Each of these is very important in the growth of children. Children also develop their problem-solving skills. While left to explore using materials, children get to realize new ways to use the materials available to them. As they explore, they are triggered to ask questions concerning what they can see, which triggers their curiosity more. At the end of it, children will be able to solve problems effectively and grow in critical and creative thinking. Their decision-making skills are also developed in this manner.
The early years of the learning framework encourage play so that children get to interact with peers and adults in a learning setting. This is because their interactions are very key to the growth of children. Children get to learn and appreciate the abilities of others and also grow to be responsible beings in society. Also, through interaction in play, children realize that they are equal to others. Teaching science through play and other pedagogies also helps learners and educators realize their abilities. This encourages them to do better and especially learners in an inclusive environment. Further, it is a way learners get motivated to learn, especially when they realize how the environment around them has much to explore. Children are challenged to go beyond what they thought they were ankle, ensuring that they are pushed to become more than they thought they could.
Conclusion.
Science should be emphasized when children are as young as they join early childhood education. However, it is important always to consider how science concepts can be introduced to learners in an early childhood setting in an interesting and easy way to understand. One way that this essay considers appropriate to teach science in early childhood settings is through play. This considers that children enjoy engaging in play, and therefore play –based experiences can greatly help in teaching science.
Also, children can be allowed to explore using the necessary natural materials to learn scientific skills. Exploring and observing help learners question, which triggers their creativity and critical and creative thinking skills. These are very key for the growth of children. It is also important to learn how children learn science to feel free when methods different from those they can easily understand are used. The early years of the learning framework and its outcomes should also be a great consideration when teaching children science. It ensures that appropriate methods are applied in teaching and that the learning experiences planned for build the child on a scientific basis and in all aspects. Trends also can impact how learners get to learn science. For instance, how better could learners engage in interactive play in a world where technology constantly influences how things are done? Even with technological devices taking a greater part of the environment around them? This is also a key consideration by early childhood educators to achieve the goal of teaching science.
References.
Beaver, N., & Wyatt, S. (2022). Early education curriculum: A child’s connection to the world. Cengage Learning. ISBN 0357625501, 9780357625507
Burris, J., Rosen, D., & Karno, D. (2021). Handbook of research on empowering early childhood educators with technology. IGI Global.
Campbell, C., Jobling, W., & Howitt, C. (2018). Science in early childhood (3rd ed.). Cambridge University Press. (Chapter 1)
Early Years Learning Outcome, PLP- e-newsletter, No. 13, 2011
https://lifeofaneducator.files.wordpress.com/2014/01/creating-enabeling-environments.pdf
Sharp, C. (2014). Developing young children’s creativity: what can we learn from research?
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