How to support pre-schoolers’ science learning
But, why are we even talking about supporting pre-schoolers’ science learning anyway?
Because, in the words of educational theorist, Jean Piaget, children are ‘little scientists who are constantly creating and testing their own theories of the world.’
Indeed, talking about science education for pre-schoolers’ is important because it is a fundamental and totally natural part of childhood. The STEM that young children are exploring during the early years lays the foundation for later learning. In fact, when babies are around 6 months of age, they begin to learn that the baby they see in the mirror is them. As a result, they begin to understand reflection. Isn’t that amazing?
If you work with or are a caregiver to young children and are unsure about how to engage in STEM learning with them, then this post is for you. I can guarantee that you are already ‘doing STEM’, but this article will help you be more intentional around it.
We will discuss 8 tips and tricks for supporting inquiry and investigation as well as talk about the resources you will need.
What is STEM anyway?
You will see that I’ve previously referred to the term STEM several times. I use STEM and science learning pretty interchangeably. To clarify, STEM is an acronym for science, technology, engineering and mathematics. And if you want to learn more about it, check out my blog post What is STEM in early childhood and why is it important? here.
How to support pre-schoolers’ science learning
STEM learning with children may sound unnecessarily complicated but does not have to be difficult at all. So here are a few simple tips and tricks to make STEM learning more meaningful.
REAL WORLD EXPERIENCES (& Natural world experiences!):
STEM should be integrated into real world experiences. Science, Technology, Engineering and Mathematics should not be a ‘stand-alone’ subject but included in all areas of life and the early childhood curriculum.
When we involve young children with STEM learning it is really important to focus on the environment around you. STEM learning is purposeful when it investigates (and perhaps answers- although that is not really the most important part) questions that children have. And it’s natural that they have questions about the world around them.
In fact, just as children learn best through authentic experiences, they also learn best when physically involved in their own learning.
Exploring the local natural environment is a great way of engaging in STEM with babies and very young children. During exploration, babies love to touch leaves, watch insects, listen to birds and play with rocks and sticks. Toddlers and pre-schoolers love collecting rocks, flowers, leaves, bugs, sticks… In summary, whatever they find interesting!
It’s important for us as educators and caregivers to show interest and appreciation of the natural world. Indeed, it is easy to transmit both a love and fear of this to children. Therefore it is important for us to be aware of the behaviour that we model.
Our future is certainly precarious regarding things like climate change and environmental destruction. It is, therefore, important for us to raise people who are STEM literate and who love and respect our natural world.
TIME:
Children need time to explore. To clarify, I mean they really need time because rushing is the enemy of play and learning. For example, think about if you really get into something, you are taking a deep dive and then someone makes you stop. It’s frustrating and limiting.
Of course, the tricky part is getting the exact timing right. Too short can disrupt learning and discovery, too long can turn into… well… mayhem. Getting timing right, however, comes with experience. Also with familiarity of the personalities and cues of the children that you are working with.
PLAY BASED:
Play based learning is engaging and fun, because authentic learning rarely (if ever!) occurs through drills and rote learning.
Jean Piaget said that ‘Play is the work of childhood’.
But here is the part that might seem a little weird… Do you know what play is? And do you know play when you see it?
Did you know that amongst researchers and play specialists, play has 5 universally accepted characteristics?
- Play is self-chosen and self-motivated. You play because you want to and not because someone is making you.
- Play is intrinsically motivated. You don’t play for an outside reward and/or punishment.
- Play has rules and I’m not talking about monopoly or football rules here. To clarify, I’m talking about mutually agreed upon, changing norms for play.
- Play is also imaginative.
- And finally, those involved in the play are alert, active and unstressed.
FOLLOW THEIR LEAD:
Follow the children’s lead. Because just like anyone, they will be more engaged and primed for learning if they are interested. In fact, I think that this one really goes back to ‘play based learning’ listed previously.
You’ve probably heard the news, right? Scientists have discovered that it takes approximately 400 repetitions to create a new synapse in the brain. That is, however, unless it is done in play and then it only takes 10 to 20 repetitions.
In summary, play is the best way for children, for anyone really, to learn… Because play engages children in what they WANT to learn. It is memorable to them because they have made the choice to participate in it. We need to pick up on these interests and plan around them accordingly.
OPEN-ENDED MATERIALS:
Allow children access to materials which do not have a right or wrong answer.
Materials should be able to be experimented with in various ways. It’s all about loose parts! These resources are child centred and encourage problem solving. They allow children to make their own choices…and you cannot help but to see their creativity.
For example, a toy truck is often just a toy truck, but a wooden block can be any number of things! Indeed, ordinary, everyday materials are only limited by the imagination. And the imagination of young children is quite limitless.
CORRECT TERMINOLOGY:
Children can learn scientific vocabulary.
Words have power and what an amazing gift to pass that power on.
I personally introduce new words with vocab that they are already familiar with. For example, ‘What do you hypothesise will happen? What do you predict? What do you guess?’
As a result of spending many years working with English as a Second Language students, I learned the value of rephrasing words and expressions. The same thing certainly goes for young children. They can learn scientific wording… indeed, have you ever met a 5-year-old who can name 50 dinosaurs? Yes? Point taken?
HIGH QUALITY QUESTIONING:
Albert Einstein said, ‘The important thing is not to stop questioning. Curiosity has its own reason for existing.’
And questioning is essential for learning about the world around us. And learning about the world around us is the basis of developing STEM understanding.
The questions we ask of and model to children are therefore really important. Because good questions challenge children to think.
So, what, then, are good questions?
Well, ‘good’ questions generally have 3 features…
- The questions do not have simple ‘yes’ and/or ‘no’ answers.
- Good questions mean that both the asker and the person answering are thinking and learning something.
- Finally, the last characteristic of a good question really links to the first feature. To clarify, there is no right or wrong answer.
Find out more about questioning here
THE SCIENTIFIC METHOD:
Did you know that infants already use a simplified version of the scientific method to work out the world around them? It’s certainly true!
Firstly, what is the scientific method? The scientific method is a process of experimentation which uses observation to answer questions. Generally, there are several steps to the scientific method, which are –
- make an observation and/or ask a question
- research
- form a hypothesis
- test out the theory
- analyse the data
- report conclusions
- and the cycle repeats. (Or, to clarify more simply – observe – question – guess – test.)
Certainly, anyone who has spent much time around young children has seen this play out many times before…
In fact, tell me if this sounds familiar…
A baby is sitting in her highchair. She looks at her bottle and asks herself, ‘what will happen if I throw the bottle off the highchair?’
Now I can’t tell you exactly what she is thinking, but I bet she has some idea what might happen. Well, then she decides to try it out… and what happens?
The bottle falls to the floor!
And what else happens?
As a result, someone bigger than her picks it up and gives it back to her. Soon she is learning about gravity. Cause and effect also. What does she do next? Well, if she is anything like the babies that I have been around, the cycle will continue repeatedly.
What a great game!
Resources to support STEM learning with pre-schoolers
What resources do you need to ‘do’ science, technology, engineering and mathematics with your students and children?
The truth of the matter is that you can engage in STEM with pretty much anything.
Do you have sticks in the backyard? A tap in the garden? Hey, maybe you have a muddy puddle in your driveway? What about a window in your kitchen? Well then, you are perfectly positioned to be doing about a metric ton of STEM learning! I will always advocate 100% for the science, technology, engineering, and mathematics of the everyday!
However, if you are interested in extending that learning, a great way to explore in the natural world is by introducing tools to young children. Things like binoculars and magnifying glasses help us to see the world from a different level.
If you are interested to learn about more tools for science learning, I have a free checklist of resources to help you engage in STEM on an even deeper level. You can find it in the link below.
Excellent blog post. I definitely appreciate this website. Continue the good work!
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