Objectives

At the end of this chapter, you will:

• plan to encourage a ‘sense of wonder’ in young children and know why this is important

• have an awareness of the various ways in which educators can enhance children's understandings of the natural world

• appreciate how popular media and the broader interest of society can be harnessed in early childhood settings

• be motivated to plan practical activities for young children

• understand how science fits into aspects of the EYLF.

Overview

This chapter introduces the research on how children learn in natural settings through interaction with the environment and with other interested peers/adults. Science in the early years of childhood needs to cater for children's developing understandings, be integrative and inclusive. In particular, science education should be child-centred, developing as much as possible from children's own questions and explorations. This chapter discusses how teachers can plan for science experiences for children and how this fits with the EYLF.

Introduction

Children are often said to be ‘natural scientists’ due to their curiosity about the world around them and also their desire to explore their immediate environment. This chapter highlights how some early childhood educators have planned science experiences for children.

When planning science experiences, educators need to be aware of the learning experiences of the child in the natural, informal and formal environments of the early childhood setting. Arthur et al. (2005) commented that effective planning requires the educator to reflect on all elements of the process.