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Chapter 06

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Chapter 06

  1. 1. Chapter 6<br />Science<br />
  2. 2. Basic Scientific Process Skills and Concepts<br />Process/inquiry skills<br />Opposite of rote learning<br />Support curiosity and exploration<br />Child-directed and child-centered<br />
  3. 3. Process Skill Terminology<br />Observation at the core of doing science<br />Investigation skills<br />Comparing<br />Classifying<br />Measuring<br />Communicating<br />Inferring<br />Predicting<br />Recording<br />
  4. 4. Content of Science<br />Life science<br />People<br />Plants<br />Animals<br />Physical science<br />Physics<br />Chemistry<br />
  5. 5. Content of Science (continued)<br />Earth and space science<br />Geology<br />Meteorology<br />Astronomy<br />Ecology<br />Relationship between living things and their environment<br />
  6. 6. Methods of Discovery<br />Open-ended opportunities<br />Investigations<br />Self-discovery<br />Problem solve<br />Explore<br />Discover<br />Verify<br />Record<br />
  7. 7. Critical Thinking and Problem Solving<br />Remember that young children think in concrete terms and learn in the context of playing<br />Build on what children already know<br />Emphasize sensory awareness, exploring, manipulating, questioning, discovering, and other process skills<br />Take advantage of the children’s real world as you introduce new materials<br />Give children TIME<br />
  8. 8. Creating a Scientific Environment<br />Investigate water<br />Discover rainbows<br />Explore shadows<br />Grow grass<br />Focus on nature<br />Air<br />Nature walks <br />Gardens <br />
  9. 9. Suggested Science Materials and Equipment<br />Recycled, donated, purchased<br />Used with care<br />Safe, age-appropriate<br />Extended activities<br />Investigations take time to evolve<br />Some investigations are unpredictable<br />TIME is important<br />
  10. 10. Nutrition in Early Childhood<br />Difference between nutrition and nutrients<br />Nutrients are used in three ways<br />Nutritional concepts<br />Food allergies<br />Sensitivity to beliefs and customs of families<br />Involve families to ensure reinforcement<br />Hand washing<br />
  11. 11. Ecology<br />Plant and garden all year long<br />Make a compost pile<br />Catch rainwater and recycle it<br />Adopt or plant a tree<br />Recycle and conserve materials and natural resources<br />Use grocery sacks and newspapers at the easels<br />Stress the importance of not littering<br />Celebrate Earth Day on April 22<br />Ask open-ended questions<br />Read special books<br />
  12. 12. Animals in Early Childhood Education<br />Animals in our world<br />Touchable versus untouchable<br />Rescue procedures<br />Emergency care<br />Animals in our classroom<br />Food and housing<br />Care and maintenance<br />
  13. 13. Sharing Science with Families<br />Their children are natural scientists<br />Science is all around in daily living<br />Families need to be involved in nutrition education<br />Ideas to involve families<br />
  14. 14. Other Considerations for Teachers<br />Science is a way of thinking<br />Share science activities with parents<br />Suggestions<br />Use developmentally appropriate and multicultural activities<br />Assess children’s progress with anecdotal records<br />Key elements for assessment<br />

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