By Rachel Pratt
How many times do you walk into a centre that has a table in the corner, which is beautifully set up with magnifying glasses, natural materials, and posters about a certain scientific process? And how often do you see children using it?
It’s great to have a science area, as provocation for scientific learning, however there is much more to our role in fostering a sense of enjoyment and expectation in our scientific world.
Many teachers will be unsure as to how they can implement scientific learning in an early childhood context. For some, Science is “That subject you did at school” and brings back memories of long classes about chemical compounds and human chromosomes.
Science does not, however, need to be a scary subject for early childhood teachers. There are many simple ways that teachers can support children’s own investigations and research into scientific learning without having to take a university degree on the subject!
Science is everywhere
Oops ... you are attempting to view an article or a resource in the member-only area.
To keep reading, you need to login with your membership login
If this is not one of our 'Educators' or 'Service Provider' articles, then it is most likely a NZ-Int Research in ECE Journal article that can be accessed through a library subscription or a research membership if you are not an educator or service provider.
Not a member? Look below ↓ for the click here button ↓ It will take you to the membership page to sign up and choose your own unique username and password.