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
To keep reading and view the full article login with your member's username and password
Here’s how our membership plans work:
- Individual Membership plans can view both Individual member-only articles and our library of Research Journals (but not the ECE Service management article area). In addition, individual members can discuss and ask questions of fellow members any time through the online childcare and early childhood education practice, policy, and research discussion forum.
- Early Childhood Service plans can view ALL member articles: Individual, Research Journals and Early Childhood Service articles. Also on this membership plan members can access the online discussion forum for individual members AND the online ECE service management / business forum.
- Research Journal subscription plans can view our library of Research Journals and related research articles only
Should you not hold a current membership – you are welcome to apply now.