8.2: Guiding Principles for Supporting Science

The following principles guide teachers in establishing a preschool science program that fosters children’s curiosity and develops their skills and habits to explore and learn about their world. These principles are consistent with a constructivist approach to learning, where children actively construct knowledge through physical and mental interactions with objects and people in their environment. The principles are drawn from current research-based models and approaches to early childhood science and are consistent with the National Association for the Education of Young Children (NAEYC) guidelines on developmentally appropriate practice.

• The preschool environment supports children’s curiosity and encourages inquiry and experimentation
• The teacher
  • acts as a researcher, joining children in exploring their world
  • asks open-ended questions to encourage children to think and talk
  • introduces children to new vocabulary, including scientific terms such as observe, explore, predict, and measure
  • demonstrates appropriate use of scientific tools
  • invites children to reason and draw conclusions
  • encourages children to share their observations and communicate their thoughts
  • models respect for nature
• Content of inquiry is developmentally appropriate and builds on children’s prior experiences
• Scientific inquiry experiences are interesting and engaging for children and teachers
• Children explore scientific concepts directly through active, hands-on, minds-on playful experiences
• Children explore scientific concepts in depth through multiple, related learning experiences over time
• Children construct knowledge through social interactions with peers and adults
• Children use language and other forms of communication to express their thoughts, describe observations, and document their work
• Teachers support children who are English learners in understanding and communicating scientific knowledge and skill
• Science is embedded in children’s daily activities and play and provides a natural vehicle for integrating mathematics, literacy, and other content areas
• Individual differences are recognized, and all children are included and supported
• The preschool environment, home, and community are connected through science[1]

References

[1]The California Preschool Curriculum Framework, Volume 3 by the California Department of Education is used with permission