The Office of Head Start Teacher's Guide to the Discovering Science Webcast Series
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The Office of Head Start Teacher’s Guide to the Discovering Science Webcast Series
TABLE OF CONTENTS
Introductory Teacher’s Letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
About this Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Part One: Setting the Stage—What Does Science Look Like in Early Childhood? . . . . . . . . . . . . . . . . . . . . . . . . 4
Intentional Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Questions and Their Role in Science Discovery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Individualizing for Every Child . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Family Engagement and Linking Science to Home . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
The Role of the Environment in Discovering Science: The Environment as the Third Teacher . . . . . . . . . 13
Part Two: Science Process Skills—A Framework for Discovering Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Observing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Predicting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Investigating . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Classifying . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Communicating . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Appendices
Appendix A: Sample Parent/Family Letters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Appendix B: Responses to Frequently Asked Questions About Teaching Science in
Early Childhood . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Appendix C: Object-Based Learning Discussions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
2
INTRODUCTORY TEACHER’S LETTER
SCIENCE TEACHER’S GUIDE
st Series is
Dear Teacher, ve ring Science Webca
Star t D is co lleagues on
to th e Office of Head r fa m ilies and your co
A Teache r’s G ui de ork w it h, th ei al countless
ke yo u, th e children you w at io n. Th is journey will reve
designed to ta expl or rience.
ro ug h sc ie nt ific thinking and ex tr ao rd in ar y learning expe
a journey th d
fun, exciting, an scover their
ssibiliti es to make science a , in vestigate, and di
po plor e, qu es ti on question
hi gh ly motivated to ex r na tu ral tendencies to
Children ar e bo rn ildin g on th ei nce Webcast
gu id e off er s a blueprint for bu pa ni on to th e Discovering Scie
world. This serves as a com four Webcasts:
w th e w or ld w orks and why. It ar t (O H S) . Th e series includes
ho d St
the Office of Hea
Series created by
ience.
1. Let ’s Do Sc
I Can Do!
k W ha t I K n ow. See W hat
2. Loo
and Literacy
Sc ie n ce Th ro ugh Language
3. Environments
ll To ge ther in Effective rediscover
4. Bringin g It A
t yo u r curiosit y and
you w il l tr us you can lead
th is jo u rn ey, we hope that w in g qu es tion s, we hope that
Througho ut rself the follo
. By asking you exciting discove
ries:
your inner child th e w ay to
u teach on r about?
the children yo sroo m , w ha t would I wonde
ild in my clas
ӹӹ If I were a ch pl or e inside and ou
tside?
I w an t to ex
ӹӹ What would about how thin
gs work?
w ou ld I ha ve
ӹӹ What ideas this?
k w ou ld happen if I did of Head
ӹӹ What do I th in
ch an d ev er y day to the lives
s you make ea
an k yo u fo r the contribution
Th
Start children.
ver science!
Now, let’s disco
Sincerely,
Fuentes
Yvette Sanchez
Director
Start
Office of Head
3
A TEACHER’S GUIDE TO THE OFFICE OF HEAD START
About This Guide
DISCOVERING SCIENCE WEBCAST SERIES
About This Guide of suggested strategies to promote young children’s
science learning.
The Office of Head Start (OHS) developed this teacher’s
guide as a companion to the Discovering Science
Webcast Series. Its purpose is to extend the impact of Linking to the Discovering Science
these webcasts by: Webcast Series and Resources
ӹӹ increasing teachers’ use of research-based practices
in early childhood science; An exciting feature of this guide is that you can
link directly to related science content on the Early
ӹӹ supporting teachers’ intentional planning for and Childhood Learning and Knowledge Center (ECLKC)
implementation of science discoveries; website. When you encounter an orange word or phrase
ӹӹ strengthening language, vocabulary, and literacy or blue word or phrase in the guide, it means additional
skills through science explorations; resources are available. Simply activate the orange link
ӹӹ helping teachers engage children in the key science to automatically view selected video clips; activate the
process skills of observing, predicting, investigating, blue link to access related resources that enhance the
classifying, and communicating, which are the basis information in the guide.
of critical thinking and learning; and Much of the linked content is from the OHS
ӹӹ encouraging teachers to engage families in science Discovering Science Webcast Series. These webcasts
experiences with children as they support parents in provide information on early childhood science and
their roles as their children’s first teachers. include interviews with teachers, administrators, and
early childhood science experts. The webcasts also
This guide is a basic introduction to science for young
include videos of science explorations. You may view
children and includes a variety of resources to help
each webcast in its entirety on the ECLKC.
explore science in a fun and effective way.
Investigating questions that arise from children’s
experiences and interests is one of the best ways to Enhancing Your Curriculum
promote science in early learning environments. This Also included on the ECLKC website are teacher
guide provides material to teach science well, based resources for Marvelous Explorations Through Science
on almost any question children might ask. Learning and Stories, or MESS. MESS guides offer a series of
to take full advantage of every opportunity to use the early childhood science experiences developed with
science process skills will ensure that children’s science OHS Innovation and Improvement funds. Further,
learning experiences will be valuable and long-lasting. MESS provides basic information for teachers to
Information in this guide is organized around these understand specific science concepts.
key science process skills. Within each process skill, we MESS is a flexible resource designed to guide teachers
describe what science looks like to young children and as they incorporate more science into their classrooms.
suggest research-based strategies to promote science It offers examples of research-based practices
learning. We explore effective questioning and the role that support children’s development
that both the environment and teacher play in children’s of science understanding and
learning. We also address typical challenges teachers process skills. MESS suggests
may face as they bring enriched science to the classroom. resources, materials,
While you may use this guide on your own, we books, experiences, and
encourage you to form a learning community with family connections
other teachers and child care providers. Learning that teachers
communities offer teachers opportunities to get can use to
respond
together with their peers to talk about current issues.
to children’s
They often encourage dialogue, discussion, reflective
curiosity about
thinking, and collaboration.
many different
Participating in learning communities can deepen and topics, including
enrich your knowledge of the content in the guide and animals, plants,
the webcasts, as well as deepen your understanding insects and spiders.
4
PART ONE: SETTING THE STAGE
SCIENCE TEACHER’S GUIDE
What Does Science Look Like in Early Childhood?
Y oung children are natural scientists. They spend
much of their time trying to figure out how their
world works. Children continually observe what occurs
children’s learning opportunities can expand beyond
imagination.
In this guide, you will find out more about how
around them. Over time, watching creates a sense of
young children are already discovering, and perhaps
expectation. Even infants can predict how a person or
initiating, investigations. You will learn how to
object will behave in certain circumstances—and show support them in their learning. To become an effective
surprise if their prediction is incorrect! participant in this teaching-learning process, some
Young children’s investigations are hands-on. For basic information and context are necessary.
example, a child who bangs a rattle on the table will Several overarching, research-based areas of practice
discover that it makes a great big noise. But banging are important to young children’s science exploration
it on a friend will cause that friend to make a great and discovery. Extensive research informs the early
big noise! care and education community about:
Based on these investigations, young children begin to ӹӹ teaching with intentionality;
organize their world into categories, or classifications. ӹӹ using questions;
At about a year old, infants begin to understand the ӹӹ individualizing for all children; and
difference between living and nonliving things and ӹӹ using the environment as a learning context.
can categorize birds, things that don’t fly, food, and
vehicles. Around this time, they also begin to share Part One of this guide addresses each of these four
their discoveries. Imagine the young toddler who looks overarching areas of research and specifies how
gleefully at his caregiver as he dumps a basket of toys, teaching teams can use the research to help children
as if to say, “Look! I’ve discovered that every single develop science process skills. Part Two of the
time I do this, all the toys fall out!” guide examines each of these basic process skills.
Each examination offers concrete examples of how
Young children can use the scientific process skills the overarching areas of research relate to creating
discussed in this guide quite naturally. When effective science learning environments for infants,
supported by teachers who treat them as real scientists, toddlers, and preschoolers.
5
Part One: Setting the Stage
Intentional Teaching Research asserts that intentional teachers maintain
a “working knowledge of relevant research, are
The learning and developmental outcomes included purposeful and think about why they do what they
in the Head Start Child Development and Early do, … and combine knowledge of research with
Learning Framework and in many state early learning professional common sense.”
standards are goals that are foundational to school
readiness. They are used to frame how teaching Intentional teachers reflect on their teaching. These
teams structure the learning environment, learning reflections focus attention on understanding how and
experiences, and their interactions with children. why children respond to the learning experiences and
how children’s progress toward learning outcomes can
When teaching reflects thoughtful, purposeful be considered in planning for next steps to promote
planning and implementation, instruction is delivered each child’s progress (Duncan 2009; Epstein 2007;
with intentionality. To support the desired learning Slavin 2000).
outcomes, a teaching team needs to plan learning
experiences and use research-based teaching strategies Here are five questions intentional teachers consider
in thoughtful and intentional ways. Learning is as they plan, teach, reflect on, and revise their
purposeful when it is focused on child outcomes. practices:
To be intentional, teachers need to understand how: 1. What am I trying to accomplish? What are
my learning and developmental goals for
ӹ young children learn and develop;
each child?
ӹ to observe the interests of young children closely;
ӹ to use effective teaching strategies to promote this 2. What are children’s relevant experiences
learning and development; and needs?
ӹ to measure children’s progress toward overall 3. What approaches and materials help me
goals; and challenge every learner?
ӹ to actively engage with children, paying attention to: 4. How will I know whether and when to change
– differential abilities; strategies or modify learning experiences?
– social and regulatory skills; and 5. What evidence do I have that children are
– cultural diversity and dual language learning. making progress?
6
Child Development and education expert, defines disposition as “a tendency to
exhibit frequently, consciously, and voluntarily a pattern
Early Learning Framework
SCIENCE TEACHER’S GUIDE
of behavior that is directed to a broad goal.”
The Head Start Child Development and Early Learning
What this means is that children can learn skills and
Framework (2010) supports teachers’ responses to these
acquire knowledge, but it is important that they also
questions and undergirds intentional practice. The
develop the disposition to use them. Dispositions allow
Framework provides a set of consistent, research-based,
children to engage in intellectual pursuits and deep
developmentally appropriate outcomes for preschoolers
study of everything around them.
in Head Start. These outcomes are identified as long-term
goals in several general domains, including science and
approaches to learning. These domains include many
domain elements and examples of children’s skills, EXTENDING YOUR LEARNING
abilities, knowledge, and behaviors.
Read the article entitled Why Children’s
Dispositions Should Matter to All Teachers.
Dev
elop
ment
& Health Social & Em
otion
al D
eve
After you read the article, consider or discuss
cal s
the questions below with your colleagues.
lop
ysi s me
nt
Ph
ills
Sk
As you read, remember that dispositions of
uPhysical Health Status uSocial Relationships Cr
& e
uHealth Knowledge uSelf-Concept & Self-Efficacy
at
e
dg
& Practice uSelf-Regulation
ive s
s owle
learning are included in the Head Start Child
uGross Motor Skills uEmotional & Behavioral
Ar
ts
Health
Kn
uFine Motor Skills
Ex
ies
pre
uMusic
tud
Development and Early Learning Framework
uFamily &
ssi
uCreative Movement
sical Socia
ial S
Community
l & Dance
on
uHistory & Events Phy pment & Emotio
Soc
o n uArt
uPeople & the vel Develop al
De Health
under the Approaches to Learning domain.
me uDrama
Environment nt
Ap
&
pr
s
oa
Knowledge & Skill
Approache
che
ӹӹ Why are dispositions and/or approaches to
eral Knowledge
s to Lea ning
uScientific Skills uInitiative & Curiosity
& Method
s
uPersistence &
s
s to Learning
learning important?
uConceptual
r
Attentiveness
Knowledge of the
Natural & Physical uCooperation
Science
World
Gen
ӹӹ Share an experience from your classroom
&
y
on
uNumber Concepts
ac
iti
Lit
& Quantities
er
gn
uNumber Relationships
e&
and the dispositions of learning you
Co
& Operations
uag
Mat
uGeometry & Spatial Sense Lang uReceptive Language
hem
nt
uPatterns uExpressive Language
me
observed. What extended learning activities
ati
uMeasurement &
lop
uBook Appreciation
cs
Comparison
r
uReasoning &
r owled
ve
uPhonological
Kn
De
Problem Solving Awareness
can you think of that could strengthen the
ge
uSymbolic uAlphabet Knowledge
ua
& Representation
ge
uPrint Concepts &
ng
Sk Conventions La
ills
dispositions you observed?
uEarly Writing
ls
r r e kil
Log
ic & &S
ledg
ӹӹ Creativity, independence, self-motivation,
Reas
oning Know
Literacy
and resilience are four dispositions of
effective learners discussed in the article.
t
h Language Developmen
uReceptive English Language Skills
uExpressive English Language Skills
What do you do in the classroom and what
s
uEngagement in English
Literacy Activities in your classroom environment supports
each of these dispositions?
Englis
ӹӹ How do you demonstrate persistence,
This graphic shows the domains that are considered the developmental resourcefulness, and creativity while
building blocks most important for a child’s school and long-term working with children?
success. The domain of Science includes both (1) Conceptual Knowledge ӹӹ How might you encourage dispositions—for
of the Natural and Physical World and the (2) Scientific Skills and example, persistence—that you don’t see in
Method are included within the processes of exploration and discovery. a child but that you know are important to
Throughout this guide the Scientific Skills and Method are identified as future school success?
science process skills, and are found in a number of the domains and
domain elements. Beginning with Approaches to Learning, we examine
how children’s dispositions are the basic foundation of learning science. The Head Start Child Development Early Learning
Framework reflects some dispositions of learning in
the “Approaches to Learning Domain,” which includes
Approaches to Learning initiative and curiosity, persistence and attentiveness,
Scholars and researchers describe children’s and cooperation (see examples below). Essentially,
characteristic responses to learning experiences in a dispositions of learning and approaches to learning
number of different ways. Dispositions of learning, refer to children’s responses to learning experiences.
which include curiosity, creativity, persistence, and Although the Head Start Child Development and Early
resourcefulness, support children’s achievement and Learning Framework is an outline of the goals toward
are vital to the learning process. Lilian Katz, professor which preschool children should be progressing, some
emerita of early childhood education at the University of of the specific behaviors described in the examples begin
Illinois at Urbana, Champaign, and an early childhood in infancy and continue in toddler development, as well.
7
Young children’s approaches to learning are powerful ӹӹ say to children, “See how much you can find out
predictors of their later school success. These approaches about …,” rather than “Show me how well you can
Part One: Setting the Stage
influence children’s development and learning across all do….”; and
other domains, such as literacy, language development, ӹӹ provide a learning environment that is caring,
logic and reasoning, math, and social and emotional welcoming, stimulating, and encouraging.
development, and are relevant to the science process
skills identified in the Early Learning Framework.
Curiosity: One of the Domain Elements
Approaches to Learning refer to observable behaviors of Approaches to Learning
that indicate ways children become engaged in social
interactions and learning experiences. These include: Curiosity underlies all scientific discoveries. Wanting
ӹӹ Initiative and Curiosity—an interest in varied to know more about something, wondering what
topics and activities, desire to learn, creativeness, would happen if …, seeing an object or concept
and independence in learning through a different lens or set of experiences, wanting
to make sense of the world—this is curiosity.
–– Demonstrates flexibility, imagination, and
inventiveness in approaching tasks and activities; Infants and toddlers are curious about their world and,
–– Demonstrates eagerness to learn about and discuss if encouraged, will explore, become deeply engaged
a range of topics, ideas, and tasks. with, and investigate their desire to know what’s
–– Asks questions and seeks new information. going on around them and how they can impact their
environment. Adults who work with infants and
ӹӹ Engagement and Persistence—the ability to begin toddlers have a key role in supporting and extending
and finish activities with persistence and attention
children’s curiosity. When caregivers view very young
–– Maintains interest in a project or activity until it is children as emerging scientists, they can begin to see
completed. the natural scientific thought processes occurring.
–– Sets goals and develops and follows through on
When an infant stares out the window at blowing
plans.
trees, she may be wondering to herself why these
–– Resists distractions, maintains attention, and trees, usually so still, are moving around today. An
continues the task at hand through frustration or observing caregiver might comment and begin a
challenges. conversation about the wind, which may even lead
ӹӹ Cooperation—an interest and engagement in group to a walk outside to feel and hear it. By watching and
experiences following children’s leads, a caregiver or teacher can
–– Plans, initiates and completes learning activities support even the earliest scientific inquiries.
with peers.
Curiosity can spark creativity. Curiosity prompts
–– Joins in cooperative play with others and invites children to explore and ask all kinds of questions.
others to play.
–– Models or teaches peers.
–– Helps, shares, and cooperates in a group.
Strengthening Approaches to Learning
The following suggestions can help strengthen
children’s approaches to learning:
ӹӹ provide opportunities for spontaneous play that
encourage children to be curious and imaginative
and give them time and chances to manipulate,
construct, and transform materials;
ӹӹ provide group projects that stimulate curiosity,
investigation, observation, and persistence;
ӹӹ model positive approaches to learning—make them
visible to children;
ӹӹ acknowledge approaches to learning when you
observe them in children;
ӹӹ set learning goals that focus on what children are
doing, rather than simply evaluate performance;
8
And it motivates them to discover their environment Open-Ended Questions
and everything in it.
SCIENCE TEACHER’S GUIDE
Open-ended questions encourage more than simple
Young children bring their curiosity wherever they go. “yes” or “no” answers. Questions such as “Why does
When teachers and caregivers respect and nurture this that …” or “What do you think will …” require children
curiosity, children are encouraged to appreciate the joy to think in more complex ways as they explain. Even
of learning. infants, who obviously cannot answer, will benefit from
Teachers need to be motivated by curiosity as much as caregivers who make it a habit to ask them what they
the children they teach. For example, do you ever sit think, how something feels, or what might happen “if.”
quietly and intensely observe children, wondering what The importance of open-ended questions is that they
they are thinking? Are you curious about why they advance children’s language skills while giving teachers
do or say certain things? Do you want to understand insight into how children are interacting with scientific
how children learn and how you might expand their materials and investigations. This insight allows teachers
learning opportunities? Your own curiosity helps you to expand children’s experiences using science process
enrich your children’s learning. skills, as well as their vocabulary and language skills.
Below are some starting points for open-ended questions.
Sample questions like these appear throughout the guide
to help you stimulate children’s thinking during the
EXTENDING YOUR LEARNING different phases of the science learning process:
ABOUT CURIOSITY ӹӹ I wonder why …?
It is important for teachers to model curiosity ӹӹ How does this …?
and the process of discovery for children, rather ӹӹ What makes you think so?
than simply answer their questions. Think of a ӹӹ What will happen if …?
time a child showed curiosity about something.
ӹӹ How is ____ like _____?
Then try to answer these questions:
ӹӹ How did you respond to that child? The important thing to remember with open-ended
questions is that they initiate conversations about
ӹӹ Were you able to talk with the child about
ideas. Once children begin their dialogue, follow
his or her curiosity?
their lead. Don’t overwhelm children with too many
ӹӹ How did you extend the child’s learning? questions. After asking a question, pause, wait for a
As we seek to learn more about the children response, and then extend the children’s ideas. This
we teach, we observe, listen, question, and will encourage back-and-forth exchanges and deepen
wonder. In other words, we are curious about children’s understanding about their theories. Once
them. And when we show interest in their you begin to follow where a child leads, you might:
words, questions, and behaviors, they feel ӹӹ comment and wait for a child’s reaction or response;
important and respected. ӹӹ ask questions and wait for a reaction or response; or
Think about the questions below. You might ӹӹ respond by adding a little more information and
want to discuss them with your learning waiting for a reply.
community.
When adults follow a child’s lead, the child is more
ӹӹ What is the impact of valuing children’s likely to interact and continue the conversation. Waiting
curiosity on their self-concept and confidence? silently five or more seconds for a child to answer gives
ӹӹ How can you model curiosity for children? the child time to think about what was said, find and
organize the words he knows to answer the question, and
frame his response. When adults rush a response, a child
is more likely to give a short answer with simpler words
Questions and their Role and phrases. Waiting encourages the child to say as
in Science Discovery much as he can and to try new and different vocabulary.
Exploring and discovering science offer children a Infants and toddlers with emerging oral language skills
might find different ways to communicate, perhaps using
unique opportunity to develop oral language skills. A
gestures, grunts, single words, or a shared gaze.
teacher’s role is to carefully and thoughtfully construct
questions and use language to communicate ideas,
observations, and predictions to children about what Language Modeling
interests them. How can questions and conversations Questions are an excellent place to start when
deepen children’s curiosity about science activities? participating in science with children. But they are9
only one part of a process called language modeling. In What the research tells us is young children need to
addition to open-ended questions, language modeling have varied opportunities to build their oral language
Part One: Setting the Stage
(carried out by teachers in the classroom and parents skills and vocabularies. When you engage children
and caregivers in other environments) includes in the science process skills, opportunities to build
conversations, repeating and extending children’s vocabulary abound!
ideas, self talk and parallel talk, and using more
advanced vocabulary and complex sentence structure.
Self talk is when adults narrate what they are thinking EXAMPLE 1:
or doing. They talk about different ways to solve a
Ms. Lucia: Carlos, I wonder why the ants are
problem, such as: “How can I get this block to balance? all marching in a row.
I’ll try to put it carefully on top of my tower. Wow, it
stayed there!” Carlos: Because they are going away.
Ms. Lucia: Where do you think they are going?
Parallel talk is a strategy adults use to describe what
children are doing. As a child is stacking blocks, the Carlos: I don’t know. Maybe home.
adult can repeat what is happening with words—for Ms. Lucia: Hmmm. You think the ants are
example, “You placed a blue block on top of the marching home? So they are leaving the
yellow one!” sidewalk to go home.
Classroom conversations offer children a chance to Carlos: No, actually they are leaving the
express their ideas, find reasons for what they believe, sidewalk to go in a little hole. I don’t know if
they all live in the same home.
and use more complex vocabulary. While exploring
with children, teachers encourage conversations by Ms. Lucia: Oh, they are all going down into a
repeating to children what they said, extending ideas, little hole in the sidewalk. They might not live
and using self talk or parallel talk. together in the hole. What do you think might
be down that little hole?
A good goal is to aim for at least five back-and-forth
Carlos: I don’t know if there is a home down
exchanges in a conversation with children—and to
there. Cause if they all live down in that hole,
build in “wait time.” Two examples are to the right.
I think they might be crowded if they all lived
Head Start classrooms and other learning in the same house. That’s a lot of ants.
environments should be rich in language modeling, Ms. Lucia: It really would be crowded.
as in the examples in the next column. Ms. Lucia took
Carlos: Yes, a really crowded ant house.
the time to wonder with Carlos about why ants were
marching and to discover Carlos’ theory of where the
ants were going. Both Ms. Lucia and Ms. Candace
took the time to engage with the children in their care,
EXAMPLE 2:
and in doing so, supported language development.
Scientific investigations and discovery should be this While sitting on a blanket on the grass, Ms.
rich in language modeling. Candace and her children, including eleven-
month-old Josiah, are looking around the play
Asking questions and engaging in language modeling area. Suddenly Josiah looks alert, and scoots
activities with children help increase their oral closer to Ms. Candace. He points to the tree
language skills and vocabulary. Hart and Risley (1995) and says, “da!” Ms. Candace looks where
highlight the amazing benefits of a rich vocabulary Josiah is pointing and sees the object of his
and its effects on later reading skills, as well as the interest: “Oh, I see what you see Josiah. That
differences in vocabulary between low-income children is a squirrel. What do you think he’s doing in
and their middle-income peers. that tree?” As Ms. Candace waits and watches
On average, children between 18 months and six years Josiah, she sees him thinking, wondering, and
old learn about nine words a day. By age six, children trying to figure out what a squirrel is and how
may know as many as 14,000 words. Hart and Risley it fits with what he knows about the world. He
(1995) also report that children from low-income again says, “da!” Ms. Candace wonders if he
households are exposed to far fewer words than those is trying to say “dog,” and makes a note of her
observations and considers that perhaps Josiah
who do not live in poverty. In fact, by age three,
is beginning to see some similarities between a
children raised in poverty know an average of 500
squirrel and a dog.
words, compared to well over 1,000 words for children
from professional households.10
Rich Vocabulary Using Books to Extend Learning
SCIENCE TEACHER’S GUIDE
Intentional, complex vocabulary can enhance As you begin to incorporate more science into
children’s science process skills. your curriculum, think about using books to
extend children’s scientific discoveries. Both fiction
Complex words are often referred to as “juicy”
storybooks and nonfiction resource books can
or “delicious” words. This vocabulary is exciting,
complement children’s investigations. MESS includes
intriguing, and fun for children to learn and use.
many examples of both fiction and nonfiction books
Children easily learn new words while investigating.
that can foster vocabulary development.
For example, if a science investigation is about water,
the following vocabulary words become important in Books also can be a great way to practice observation
discussing and exploring the different states of water: and prediction skills. Try a story walk (looking at
the book without reading it) as children work on
noting details of the illustrations. Books like The Very
Hungry Caterpillar by Eric Carle and Brown Bear,
Juicy Words Associated with Water Brown Bear by Eric Carle and Bill Martin, Jr., provide
many opportunities for children to practice their
cohesion evaporation solid prediction skills based on the story narrative. Pausing
density gas solution between pages, stopping and studying the illustrations,
displace liquid suspension and asking children to point out details help spark
dissolve molecule volume children’s interest and hone their prediction skills.
Reading Strategies
Reading books to enhance the science process skills
Teachers can use these words as children make new
and scientific explorations allows teachers to engage
discoveries during their playful investigations. Be in dialogic reading strategies. These strategies engage
careful not to introduce rich vocabulary as a drill, children in conversation before, during, and after
practice, or performance activity. Vocabulary words reading a story. Numerous studies and the National
should relate to what children are learning and link to Early Literacy Panel confirm that dialogic reading
concepts they already understand, through a strategy strategies are among the most powerful techniques
known as scaffolding. adults can use to promote children’s language and11
Part One: Setting the Stage
literacy development. These strategies have been shown each child. Children who are dual language learners—
to increase children’s abilities across a wide range of learning both English and a home language other than
languages, including English, Spanish, Portuguese, English—need specific strategies to maximize their
Hmong, Korean, and Cantonese, as well as with learning.
children with disabilities.
Science is great for sparking children’s interests and
engaging all learners in the discovery process. For
Individualizing for Every Child children learning English, be aware of nonverbal
Individualizing instruction for every child and behavior and accept minimal verbal responses.
intentional teaching are foundational to effective Engage other children in the discussion. Help other
practice that supports science discovery. Part Two, children connect with nonverbal communication that
Science Process Skills—A Framework for Discovering dual language learners might use, such as pointing,
Science, addresses appropriate experiences that gesturing, and making different facial expressions. It’s a
promote the development and learning of infants and good idea to initially limit these experiences to a small
toddlers, children learning more than one language, group so the children will feel supported and willing to
and children with special needs. take risks to communicate in a new language.
Children who are dual language learners will gain
Looking at Infants and Toddlers
valuable linguistic and cognitive skills through
Infants, toddlers, and two-year-olds are in a constant scientific investigation. Curiosity propels engagement,
state of discovery. Each new sound, sight, smell, and engagement facilitates learning. Use science
touch, and taste lets them learn about a big, new activities to increase basic vocabulary, particularly
world. Teachers, parents, and caregivers can capitalize concept words in both home languages and English.
on these experiences and plan for new ones. When To strengthen cognitive skills, plan to spend time with
planned within a responsive routine, a variety of individual children and model the processes of sorting,
experiences can enrich your center-based, home-based, classifying, and investigating.
or family child care program.
In the example below of an investigation that stems
from children’s interests, a teacher has an opportunity
Supporting Children Who
to engage children, introduce various investigative
Are Dual Language Learners processes, and facilitate family involvement. During a
When planning for specific children in your class, it study, encourage children to use multiple data collection
is important to understand the strengths and needs of methods and record what they see in journals.12
Children build on their experiences in an environment
that is predictable and routine, but also stimulating
SCIENCE TEACHER’S GUIDE
Tomás and Eva, on their way into the
classroom, discover a small worm. Tomás picks and challenging. Accommodating children with
it up and it begins to wiggle. Immediately, he special needs may include a variety of instructional
drops it on the ground! Eva smiles as she picks strategies, such as:
it up, and places it in her hand. Together they ӹӹ breaking down concepts into smaller parts;
giggle. Ms. Rodriquez, after observing the ӹӹ modifying and sequencing tasks;
interaction, crouches beside them and suggests
ӹӹ using activities for graduated prompting;
bringing the worm into the classroom for
further investigation. And so ӹӹ using multi-sensory ways to communicate;
a small study on worms and ӹӹ modeling and demonstrating;
how they move begins. ӹӹ explicitly teaching rehearsal strategies that help
focus attention; and
ӹӹ partnering with peers.
Throughout Part Two of this guide, there are many
When you introduce new pieces of equipment into the
specific illustrations of how these strategies for working
class, make sure to label them in both English and the
with children with disabilities can foster inclusion.
children’s home languages. Involve parents in science
discoveries in as many ways as possible, from requesting
that they bring in a natural item from around their Family Engagement and
homes to asking them to host a science exploration day. Linking Science to Home
Remember that science is natural for all learners and can
be individualized for the children in your classroom. Strong parent partnerships are essential to the success
of Head Start and Early Head Start programs. Research
shows that when parents and families play an active
role in children’s learning, children are more successful
in school. To encourage family connections, teaching
teams communicate fun and interesting ways adults
can encourage science learning and children’s curiosity.
Appendix A offers sample letters to parents and families
to introduce the process of experiencing science in
Head Start.
Beginning with a focus on using open-ended questions
and the idea of a five-second “wait” time when asking
questions, there are countless other ways to foster a
family’s engagement in their children’s learning. Model
and demonstrate for families how they can reinforce
their children’s learning. Ideas could be as simple as
reading books together and talking about new things in
the home, favorite foods, the weather, similarities and
difference among people, and seasonal changes.
Planting seeds, taking walks, and visiting parks,
nature areas, museums, and playgrounds all offer a
chance to engage young children.
Families also can encourage children’s sense of
discovery and exploration by:
ӹӹ asking children thought-provoking questions, such
as, “What do you want to find out?” and “How do
Planning for Children with Disabilities you think it does that?”;
Teachers and assistant teachers respond positively ӹӹ following their children’s lead and allowing them to
to differences in children’s abilities, interests, and show their interests; and
experiences. They focus on planned developmental ӹӹ replacing “I don’t know” responses with “Let’s
activities for individuals and small groups of children. find out.”13
The Role of the Environment For example, a science center should be large enough
for more than one child and contain a work area where
in Discovering Science:
Part One: Setting the Stage
small groups of children can interact. While it should
The Environment as the Third Teacher be obvious to the children that this center is the science
As a teacher, the classroom environment you provide is area, the space needs to be well integrated with the
key to successful science learning for young children. In rest of the classroom, as science discoveries may occur
fact, the environment is often referred to as the “third anywhere throughout the class.
teacher,” following parents and classroom instructors. The environment should showcase and document
Every learning environment, including the classroom, children’s thinking. Children’s drawings, diagrams,
sends children important messages and cues about what graphs, and writing give teachers and parents insight
you value and consider important. The materials and into the depth of children’s understanding. Developing
tools you choose and how you display them, how you learning stories or explanations, accompanied by photos
introduce materials and the way the classroom’s centers and writing that reflect children’s scientific experiences,
are arranged all affect how children interact and learn. allows parents and teachers to join in the children’s
learning. Documentation makes the classroom more
Classroom materials should provoke questions for meaningful for children, shows teachers value their
children to answer. Too many materials, or simply ideas, and encourages further exploration.
adding items over time, can cause children to get
confused or over stimulated. It is better to periodically The outdoor environment provides a wonderful
laboratory for learning science. Interacting with nature
rotate materials, removing older items when adding
is important for young children, offering them many
new ones. A controlled but interesting environment
diverse learning experiences. Research shows children
with activities that offer meaningful interaction help
demonstrate more creativity and cognitive flexibility
children focus and explore materials in depth.
when they are able to problem solve in natural settings.
The classroom environment should be structured to Regardless of where your program is located, nature
invite conversation and collaboration among children. can be an integral part of children’s learning.14
Throughout this guide, there are references to the ӹӹ Does the environment provide science messages to
environment and how to prepare settings that foster children?
SCIENCE TEACHER’S GUIDE
scientific inquiry. These ideas and suggestions, along ӹӹ Does the environment encourage conversation and
with carefully listening to and observing the children, collaboration among the children?
will help you provide rich surroundings in which ӹӹ Are the materials:
they can learn science. In Appendix B you’ll find a list
–– displayed in a way that is interesting to children?
of Frequently Asked Questions with some practical
responses that may support your understanding –– designed for multisensory learning?
of how to encourage early childhood science and –– suited for letting children explore, experiment,
discovery. and learn?
–– designed to stimulate imagination and creativity?
Developing an Effective Teaching –– open-ended, letting children interact with them in
and Learning Environment a variety of ways?
To help you assess your teaching and learning –– designed to offer children a chance to develop their
environment, watch and consider how children use own ideas and theories?
the area and whether or not it effectively meets their ӹӹ Do the materials and environment support inquiry?
needs and learning goals. As you observe, ask yourself
the following questions: Don’t Forget the Tools
ӹӹ When I enter the classroom, does the room invite me Providing quality equipment and materials that
in? Do I want to stay and explore? Are there areas support children’s effective and independent
that attract my attention? investigations reflects respect for children’s learning
ӹӹ Does the classroom environment offer choices of and curiosity. Creating an environment for science
things to do? discovery does not have to be an expensive task.15
There are many everyday objects—some right in your
classroom, such as wooden blocks or animals, and
Part One: Setting the Stage
some easily found at thrift shops or tag sales—that Useful Equipment
could support scientific explorations. A list of useful
equipment to consider is to the right. eyedroppers
Avoid costly equipment that has limited use. hand-held and table-top magnifiers
For example, a microscope that works only with at least 10 times greater than the
prepackaged slides may be high quality, but has human eye
little use beyond the set of slides offered by the
manufacturer. Children should begin to understand small clear containers for collecting
that such a tool can support investigations and and displaying objects
explorations of many different phenomena. Also, an aquarium
natural sponges that expand into large dinosaur shapes
have limited value. blocks with ramps
Another way to build science resources and support the water bins or tables that can be
environment at the same time is to collect recyclable sanitized easily
materials such as cardboard or plastic containers,
plant seedlings, and objects made from a variety of a digital camera
substances. The materials don’t have to be fancy to be a color printer
useful—just make sure they are safe for young hands.
clipboards, paper, pencils, and
The next section of this guide will look at how young
markers
children use their science process skills, both inside
and outside the classroom, to explore their world.16
PART TWO: SCIENCE PROCESS SKILLS
SCIENCE TEACHER’S GUIDE
A Framework for Discovering Science
T his section of the teacher’s guide is organized around science process skills. Science process skills are basic
actions we use to explore and make meaning of the world. They define how children approach exploration and
discovery as they learn.
Science process skills are central to approaching any problem-solving opportunity and can be applied to any topic.
These skills represent the common denominator of how children learn science. Understanding what these process
skills involve and how to foster them will help you approach any science exploration with confidence. The skills
highlighted in this part of the guide are:
Using the senses to
OBSERVING
learn
Forming an opinion
PREDICTING about what might
happen
Systematically studying
INVESTIGATING objects and events or
activities
Sorting or ordering
objects or ideas into
CLASSIFYING
groups based on their
likenesses or differences
Sharing the results of
COMMUNICATING
investigations
Using science process skills in teaching young children helps provide a meaningful context for learning new
vocabulary and facts. It’s exciting when children begin to sprinkle their explanations with words like “diurnal” or
“metamorphosis,” or when they can detail the differences between amphibians and reptiles.
By highlighting process skills and related approaches to learning, such as curiosity, persistence, and creativity, we
hope you become more aware of the many ways to foster them throughout each school day.17
OBSERVING
Part Two: Science Process Skills
Using the Senses to Learn
Learning through the senses usually means through
seeing, hearing, touching, smelling, and tasting.
At birth (and even before) and throughout infancy,
our earliest understanding of the world and how it
works is based on our senses. Newborn babies begin
discovering their worlds primarily through touch and
taste. They put nearby objects or any of their own body
parts they can reach into their mouths to explore the
environment within their grasp.
Observation is using any of your senses to increase Seeing
your understanding of something. For example, wind Smelling
is something that might be difficult to observe but
easier to understand with information you get from Tasting
your senses, such as feeling the wind on your skin,
seeing the leaves skitter across the yard, or hearing the Hearing
howling sound it can make.
Touching
Children are constantly observing what is going on
around them. Teachers also are natural observers. Think
of how well you know each child and family and how, as Here’s some of what we know about using the senses:
you provide materials for a new group experience, you
ӹӹ From the first moments of life, we learn about the
already can anticipate how certain children will react.
world through our senses;
It is exactly this knowledge that makes you an excellent
science teacher alongside what you already do. ӹӹ Children grow more skilled at using their senses
through guided practice;
Skillful learning through the senses takes practice.
Consider, for example, birders who can identify bird ӹӹ Learning through multiple senses builds rich
species by the briefest bird call, plant experts who understanding; and
know the differences between nearly identical plants, ӹӹ Children are able to gather information through the
and cooks who can list the spices in a soup after tasting senses years before they understand the connection
it. With maturity and experience, children learn what between what they know and how they came to
kind of information they can get from each sense. know it.18
Infants and toddlers develop the foundations for An example from the domain element Scientific Skills
science process skills through: and Method is:
SCIENCE TEACHER’S GUIDE
ӹӹ natural curiosity, such as intently watching an adult’s ӹӹ Observes and discusses common properties, differ-
expressions and actions or turning over a rock to see ences, and comparisons among objects and materials.
what’s underneath;
ӹӹ repeating actions that have an interesting effect, such Guiding Children in Observing
as dropping a spoon from a high chair to see how
Consider the following as you help children develop
many times a willing adult will retrieve it; and
their observation skills:
ӹӹ a need to explore and make sense of the world, such ӹӹ Observing lets us receive knowledge of the outside
as trying different ways to fit a toy inside a container. world through our senses;
Trusting relationships with caring adults are vital to ӹӹ We can guide children to increase their observation
babies’ and young children’s willingness to explore skills and broaden their descriptions of what they see;
their surroundings and are a basis for developing ӹӹ Teachers need to ask questions to focus children’s
cognitive skills. observations. Questions should stimulate thinking,
Everything infants and toddlers learn is within the be open-ended, and prompt children
context of the important relationships with the adults to deepen their observations and how
in their lives. From this foundation, infants and they think about them;
toddlers feel safe to explore their environment and ӹӹ Scientific instruments and tools, such
learn about the world. Nurturing adults can foster as rulers and magnifying glasses, can
infants’ and toddlers’ development in every domain, enhance children’s observations.
including learning about science.
In fact, infants and toddlers are continually acting like How Can I Make This Happen?
scientists. Think of a baby shaking a rattle. She may Here are some tips to help you develop children’s
understand she can make a sound, but imagine her observation skills:
delight at discovering how much more noise she can ӹӹ Follow a baby’s gaze and comment on what he
make if she bangs the rattle on the floor. This may lead might see;
to the question, “How else can I use this rattle to make
ӹӹ When young children touch a new texture, provide
some noise?” She may bang it on a nearby blanket only
words that might describe it, such as sticky, rough,
to discover that makes less noise than just shaking it.
soft, or warm;
When caregivers see this as a scientific process of ӹӹ Point out and begin conversations about things
creating a question and testing answers, they can support in the environment—even if it is the motion of a
the process with language and appropriate materials. rocking chair, a squirrel outside the window, or the
sound of running water;
Head Start Child Development and Early ӹӹ Watch children for a while before interrupting their
Learning Framework Connection to process—a toddler poking a stick in a hole may be
very involved in her own process of discovery. You
School Readiness Goals can then use that interest to talk about what might
The Head Start Child Development and Early Learning have made that hole, what might be inside of it, or
Framework was created to guide Head Start programs how deep it is;
in their curriculum planning and ongoing assessment ӹӹ When children ask questions about how something
of children’s progress and accomplishments. It describes works, offer to help them figure it out rather than
the developmental building blocks that are most provide answers;
important for a child’s school and long-term success. ӹӹ Watch children to see what their interests are and
Domains including Science, Approaches to Learning, how they observe the environment;
and Logic and Reasoning; actual domain elements; ӹӹ Introduce new and unique objects and activities.
and many examples of children’s specific abilities, Include activities that involve changes over time,
knowledge, and behavior comprise the Framework. such as planting seeds, hatching butterflies, melting
It outlines the essential areas of development and ice and snowballs, watching shadows move, and
learning that are to be used by Head Start programs noticing outdoor seasonal changes or developments
to establish school readiness goals for their children, at a construction site;
monitor children’s progress, align curriculum goals ӹӹ Take “discovery walks” around the center. Encourage
and experiences, and conduct program planning. children to use all their senses to explore as they walk;19
ӹӹ Provide children with simple science tools to enhance rather than the artist’s drawing skills. This focus allows
their observation activities, such as magnifiers, balanc- the teacher and children to use critical thinking skills
Part Two: Science Process Skills
es, scales, eyedroppers, binoculars, sieves, and rulers; when discussing the artwork and prevents the teacher
ӹӹ Ask questions that challenge children to look at and from judging or evaluating the work.
think about the objects and activities around them Some of the benefits of observational and
in a more advanced way; representational drawing are that it:
ӹӹ Have a camera handy to capture children’s discoveries. ӹӹ helps develop and clarify children’s ability to observe;
ӹӹ provides valuable insight into children’s thinking;
ӹӹ allows the teacher and children to revisit the
QUESTIONS TO ENCOURAGE children’s observations together; and
CHILDREN IN USING THEIR SENSES ӹӹ helps children see similarities and differences between
ӹӹ What observations can you make about the the current object and objects they drew before.
___? Some children as young as 18 to 24 months old begin
ӹӹ What do you observe first when you look at to visualize representational drawing to demonstrate
___? learning. Most children over 30 months old can begin to
organize these various parts into a drawing. Although
ӹӹ Did anyone observe something different?
some children with disabilities might not be able to
ӹӹ Can anyone find a ___ that has ___? Can demonstrate their learning through drawing, consulting
you tell me about it? with an occupational therapist may help identify other
ӹӹ What would you like to know about ___? ways for these children to share their learning.
In other instances, children with a disability may not
use all of their senses in learning. It is important to
Another approach to stimulate children’s use of their consult with their physical or occupational therapists
senses in exploration is object-based learning. This is a to ensure that sensory learning activities fit their needs.
hands-on approach that fosters careful observation and Appropriate changes might include using physical
sensory exploration. Appendix C includes a description prompts or processing science concepts at a slower pace.
of this approach to exploring with young children.
Engaging Families
Observations and Symbolic Representation
There are countless ways for families to engage in and
The Head Start Child Development and Early Learning reinforce observation skills and sensory learning with
Framework includes the Domain of Logic and children. Reading books together and talking about new
Reasoning. Within this domain the domain element of things at home, favorite foods, the weather, similarities
symbolic representation is key to promoting children’s and difference among people, and seasonal changes
use of symbols or objects to represent something else. are all good ways to begin. Planting seeds, going for
Part of scientific discovery is sharing ideas and new neighborhood walks, and visiting parks, nature areas,
knowledge with peers and adults. Children make their museums, and playgrounds also offer opportunities
understanding and thinking visible through symbolic to observe and talk about objects and activities with
representation. That is, they use drawings, movement,
children. Appendix A offers several sample letters to
and three-dimensional creations to represent people,
support connecting with the family around science.
processes, places, things, and their other observations.
It is important to give children multiple opportunities
to share their scientific thinking in different ways.
Observational drawing, also called representational
EXTENDING YOUR LEARNING
drawing, provides valuable insight into children’s Here are some questions for you to consider
thinking and is an important way for children to about using the senses in learning:
express themselves. It allows children to show others
what they observe and know. ӹӹ What do you need to do to actively listen to
children?
When children draw, they need to study the object
ӹӹ How will active listening help you know what
they are depicting closely before, during, and after the
new materials and opportunities to offer
drawing activity to ensure they have included everything
children to scaffold, or build on, their learning?
they observed. The most important focus of the drawing
should be the meaning and information it conveys,You can also read
