The document describes a science center that has been added to a preschool classroom. It contains materials for hands-on exploration of scientific concepts like living things, natural materials, and scientific equipment. When children play in the science center, they exercise skills like problem solving, observation, fine motor development, and working with others. The center allows children to explore their natural curiosity and discover the world through inquiry-based learning.
This presentation summarizes the action research project I conducted last spring. The findings of this action research project will be taken into consideration when creating Garland's new Outdoor Club and Outdoor Classroom!
Physical and Earth Science for Young ChildrenRosie Amstutz
A power point presentation containing everything educators need to know about what to do and what not to do regarding physical and earth science for young children. Plenty or ideas and resources are included in the presentation.
This presentation summarizes the action research project I conducted last spring. The findings of this action research project will be taken into consideration when creating Garland's new Outdoor Club and Outdoor Classroom!
Physical and Earth Science for Young ChildrenRosie Amstutz
A power point presentation containing everything educators need to know about what to do and what not to do regarding physical and earth science for young children. Plenty or ideas and resources are included in the presentation.
Guided Response Criteria (respond to a minimum of 2 classmates) 1.docxisaachwrensch
Guided Response Criteria (respond to a minimum of 2 classmates):
1.
Comment on the design of your peers Fact Sheet.
2.
What about the design appealed to you?
3.
Would you be interested in adapting it for your own use? Why or why not?
please make sure you answer the question above with reponding to my peers work below
Not having your text can make you feel as though you have no idea what is going on during class, hopefully my fact sheet can help you!
Understanding the importance of science in a classroom can help children develop in many different areas as well. Jaruszewicz (2013) explains that scientific thinking includes the approach of curiosity and reasoning to answer questions and teachers enhance the “systematic investigation” that encourage children to ask questions that are open ended.
There are three different types of science that is taught to children that include physical science, life science, and earth science.
Physical science can be explained through simple measures such as when a child pains in art area, or uses magnetic blocks on a light table to even seeing their own shadow while running outside. Children learn through play. As they make observations through everyday objects, they learn about different senses and the different ways things work. For example, Jaruszewicz (2013) suggests that children learn about the natural forces for the world, such as gravity, magnetism, lights and speed through objects they use on a daily basis. Physical science involved lights and shadows, color, magnetism, solids, liquids and gases, weight force and motion, and static electricity. One way to promote development in an educational setting for young children is to use what they already know. For example, when using lights and colors to understand color knowledge. In a preschool classroom, using color shades to mix and make other colors can help children understand that there are other ways to make colors using lights and shades. You can also use shadows as an example because children are able to see their shadow everyday. Incorporating this in the classroom a teacher could use measuring cubes to measure the length of a shadow. Magnet tiles are a good way for children to create shapes and understand the connection that magnets have to make things attach.
Life science focuses on the study of living things and their habitats. Understanding the difference between a living thing that breathes and grows and an object. Our texts suggest that there are concepts that are important for children to focus on. These include
All living things grow and change
Things that are living need food
Living things decompose
Fossils occur when living things decompose and become remains
Organisms that are living have a system that make them work
Things that are living inhabit and interact with different kinds of environments.
Yi-Chin Lan from NAEYC explains 10 different tips that support children’s science learning. Number one being “values your child’s .
Creating Little Botanist was presented at the Anchorage Association for the Education of Young Children Conference February 2015 by Katie Olson. Katie has over 12 years experience working as the Directress at The Learning Tree Montessori and also serves as the Program Chair at Alaska Christian College in Soldotna. This session takes a look at the importance of creating a connection with the natural world in order to help young children self-regulate, focus, develop observation skills, and develop a life-long loving relationship with nature. This session helps outline how educators might develop a framework for an outdoor experiential classroom for children 3-11.
Science does not need to be something early childhood teachers avoid, This is not to sat food should be treated as a toy, There is a happy middle ground. Take a look,
Suggestions for SupportLearning About the WorldMastering New S.docxpicklesvalery
Suggestions for Support
Learning About the World
Mastering New Skills
Making New Friends
In the classroom
In the outdoor environment
In the home
4.1 Supporting the Child's Development of Initiative
According to Erikson (1963), children progress from a sense of autonomy and independence to a stage characterized by initiative. The development of initiative typically occurs in children ages 3 to 6 years old. Children this age try to initiate all sorts of activities: new words, new combinations of words (grammar), new friendships, and new uses of art, play, and natural materials (water, sand, mud, stones, sticks, leaves, and so on) to create, to make things happen, and to see the relationship between what they do and the results of what they do. This is also called cause and effect. They also want to know why things are the way they are ("Grandpa, why don't you wear shoes at home?" "Why is my friend Maia's skin darker than mine?" "Why do flowers die?"). At this stage, children define themselves by what they can do (Harter, 2006a).
While the desire for initiative in a child is developmental, for a child to embrace initiative fully and be able to progress to the next stage, the environment in which the child lives and learns should actively support the child's sincere efforts. This is accomplished largely by significant people in the child's life engaging in important activities and behaviors and demonstrating certain behaviors. They must provide the following opportunities for the child:
Provide opportunities for discovery. Allow young children to discover the world and master basic information and knowledge about how the world works. This includes opportunities to play in water (they love to "help" with the dishes and cleaning the bathtub); help set the table; play in sand, dirt, and mud; garden; pick flowers and berries; stack stones and blocks; or blow dandelion and maple tree (helicopter) seeds.
Provide sensitive support. Provide sensitive support for the natural frustrations that occur at this age. Children often become extremely frustrated when they cannot accomplish what they set out to achieve (Wittmer & Petersen, 2010). This might be painting a picture, trying to make friends, putting a dress on a doll, dressing themselves, or setting the table. This frustration is caused by two realities: The child does not know the realistic expectations for a task or activity (exactly how high can one stack blocks; do dogs really not like their tails to be pulled?), and immature skill development—social, physical, emotional, linguistic, and cognitive. Also, children at this age often overestimate their own skills and abilities (Harter, 1999).
Encourage friendships. Provide opportunities for children to develop friends and play with peers. This can occur in many places: home, local playgrounds, early care and education centers. The best vehicle for developing friends at this age is play, which is discussed in more detail later in thi ...
Guided Response Criteria (respond to a minimum of 2 classmates)1..docxisaachwrensch
Guided Response Criteria (respond to a minimum of 2 classmates):
1.
Comment on the design of your peers Fact Sheet.
2.
What about the design appealed to you?
3.
Would you be interested in adapting it for your own use? Why or why not?
Follow the step by answering the questions above to give feedback to my peers work below
Cognitive Development, Math and Science Fact Sheet
Hello again! Yes, I understand Lisa, you don't have your textbook yet. Bummer, and you know the same thing happens to me quite often. In fact, since the first unit of the course is quite crucial to the main component of the course and how it applies to young children. Then you know, I will be more than obliged to create a fact sheet for you. This fact sheet is mainly emphasizing on the main focus of our unit this week, of the young children's Cognitive Development. To define this units focus of Cognitive Development, according to the author, Candace Jarusewicz (2013) in the text,
Curriculum and Methods for Early Childhood Educators
, "Is the process in which occurs as thinking and reasoning develop and become more complex over time." "Cognition includes the various ways in which humans know and represent their overall understanding of the world." (10.1) "In addition, according to Jaruszewicz (2013) "There are three different kinds of interrelated knowledge, such as: 1. Physical knowledge, consisting of concepts related to physical properties observed through first-hands experience." 2. "Logico-mathematical knowledge, consisting of mentally constructed relationships focusing on comparisons and associations between and among objects, people and events." 3. "Social-Conventional knowledge, consisting of arbitrarily agreed upon conventions that provide a means for representing or expressing physical and logico-mathematical knowledge." (10.1) You must also realize, according to Jaruszewicz, (2013) in the text, "Regardless, all knowledge ultimately consists of basic concepts of Schema, thought up by Jean-Piaget." "All young children modify these concepts through, 1. The assimilation and 2. accommodation of experiences." "1. Assimilation occurs in the brain of a young child when a new object or experience conforms to the schema already formed." "Accommodation is more complex because it is affected by the quantity and types of experiences the child encounters." (10.1) In addition, according to Jaruszewicz (2013) "In the Early Childhood years, children progress through two of Piaget's four stages of cognitive development: 1. Sensorimotor (birth to age 2) where infants acquire new concepts by exploring their world. 2. Pre-operational: (ages 2-7) where young children are beginning to expand logico-mathematical knowledge but it is usually centered on their features of solely what they observe." (10.1) "As young children, according to Jaruszewicz (2013) "encounter repeating patterns in their daily life, they begin to understand that the natural world is organized." "As their think.
Guided Response Criteria (respond to a minimum of 2 classmates) 1.docxisaachwrensch
Guided Response Criteria (respond to a minimum of 2 classmates):
1.
Comment on the design of your peers Fact Sheet.
2.
What about the design appealed to you?
3.
Would you be interested in adapting it for your own use? Why or why not?
please make sure you answer the question above with reponding to my peers work below
Not having your text can make you feel as though you have no idea what is going on during class, hopefully my fact sheet can help you!
Understanding the importance of science in a classroom can help children develop in many different areas as well. Jaruszewicz (2013) explains that scientific thinking includes the approach of curiosity and reasoning to answer questions and teachers enhance the “systematic investigation” that encourage children to ask questions that are open ended.
There are three different types of science that is taught to children that include physical science, life science, and earth science.
Physical science can be explained through simple measures such as when a child pains in art area, or uses magnetic blocks on a light table to even seeing their own shadow while running outside. Children learn through play. As they make observations through everyday objects, they learn about different senses and the different ways things work. For example, Jaruszewicz (2013) suggests that children learn about the natural forces for the world, such as gravity, magnetism, lights and speed through objects they use on a daily basis. Physical science involved lights and shadows, color, magnetism, solids, liquids and gases, weight force and motion, and static electricity. One way to promote development in an educational setting for young children is to use what they already know. For example, when using lights and colors to understand color knowledge. In a preschool classroom, using color shades to mix and make other colors can help children understand that there are other ways to make colors using lights and shades. You can also use shadows as an example because children are able to see their shadow everyday. Incorporating this in the classroom a teacher could use measuring cubes to measure the length of a shadow. Magnet tiles are a good way for children to create shapes and understand the connection that magnets have to make things attach.
Life science focuses on the study of living things and their habitats. Understanding the difference between a living thing that breathes and grows and an object. Our texts suggest that there are concepts that are important for children to focus on. These include
All living things grow and change
Things that are living need food
Living things decompose
Fossils occur when living things decompose and become remains
Organisms that are living have a system that make them work
Things that are living inhabit and interact with different kinds of environments.
Yi-Chin Lan from NAEYC explains 10 different tips that support children’s science learning. Number one being “values your child’s .
Creating Little Botanist was presented at the Anchorage Association for the Education of Young Children Conference February 2015 by Katie Olson. Katie has over 12 years experience working as the Directress at The Learning Tree Montessori and also serves as the Program Chair at Alaska Christian College in Soldotna. This session takes a look at the importance of creating a connection with the natural world in order to help young children self-regulate, focus, develop observation skills, and develop a life-long loving relationship with nature. This session helps outline how educators might develop a framework for an outdoor experiential classroom for children 3-11.
Science does not need to be something early childhood teachers avoid, This is not to sat food should be treated as a toy, There is a happy middle ground. Take a look,
Suggestions for SupportLearning About the WorldMastering New S.docxpicklesvalery
Suggestions for Support
Learning About the World
Mastering New Skills
Making New Friends
In the classroom
In the outdoor environment
In the home
4.1 Supporting the Child's Development of Initiative
According to Erikson (1963), children progress from a sense of autonomy and independence to a stage characterized by initiative. The development of initiative typically occurs in children ages 3 to 6 years old. Children this age try to initiate all sorts of activities: new words, new combinations of words (grammar), new friendships, and new uses of art, play, and natural materials (water, sand, mud, stones, sticks, leaves, and so on) to create, to make things happen, and to see the relationship between what they do and the results of what they do. This is also called cause and effect. They also want to know why things are the way they are ("Grandpa, why don't you wear shoes at home?" "Why is my friend Maia's skin darker than mine?" "Why do flowers die?"). At this stage, children define themselves by what they can do (Harter, 2006a).
While the desire for initiative in a child is developmental, for a child to embrace initiative fully and be able to progress to the next stage, the environment in which the child lives and learns should actively support the child's sincere efforts. This is accomplished largely by significant people in the child's life engaging in important activities and behaviors and demonstrating certain behaviors. They must provide the following opportunities for the child:
Provide opportunities for discovery. Allow young children to discover the world and master basic information and knowledge about how the world works. This includes opportunities to play in water (they love to "help" with the dishes and cleaning the bathtub); help set the table; play in sand, dirt, and mud; garden; pick flowers and berries; stack stones and blocks; or blow dandelion and maple tree (helicopter) seeds.
Provide sensitive support. Provide sensitive support for the natural frustrations that occur at this age. Children often become extremely frustrated when they cannot accomplish what they set out to achieve (Wittmer & Petersen, 2010). This might be painting a picture, trying to make friends, putting a dress on a doll, dressing themselves, or setting the table. This frustration is caused by two realities: The child does not know the realistic expectations for a task or activity (exactly how high can one stack blocks; do dogs really not like their tails to be pulled?), and immature skill development—social, physical, emotional, linguistic, and cognitive. Also, children at this age often overestimate their own skills and abilities (Harter, 1999).
Encourage friendships. Provide opportunities for children to develop friends and play with peers. This can occur in many places: home, local playgrounds, early care and education centers. The best vehicle for developing friends at this age is play, which is discussed in more detail later in thi ...
Guided Response Criteria (respond to a minimum of 2 classmates)1..docxisaachwrensch
Guided Response Criteria (respond to a minimum of 2 classmates):
1.
Comment on the design of your peers Fact Sheet.
2.
What about the design appealed to you?
3.
Would you be interested in adapting it for your own use? Why or why not?
Follow the step by answering the questions above to give feedback to my peers work below
Cognitive Development, Math and Science Fact Sheet
Hello again! Yes, I understand Lisa, you don't have your textbook yet. Bummer, and you know the same thing happens to me quite often. In fact, since the first unit of the course is quite crucial to the main component of the course and how it applies to young children. Then you know, I will be more than obliged to create a fact sheet for you. This fact sheet is mainly emphasizing on the main focus of our unit this week, of the young children's Cognitive Development. To define this units focus of Cognitive Development, according to the author, Candace Jarusewicz (2013) in the text,
Curriculum and Methods for Early Childhood Educators
, "Is the process in which occurs as thinking and reasoning develop and become more complex over time." "Cognition includes the various ways in which humans know and represent their overall understanding of the world." (10.1) "In addition, according to Jaruszewicz (2013) "There are three different kinds of interrelated knowledge, such as: 1. Physical knowledge, consisting of concepts related to physical properties observed through first-hands experience." 2. "Logico-mathematical knowledge, consisting of mentally constructed relationships focusing on comparisons and associations between and among objects, people and events." 3. "Social-Conventional knowledge, consisting of arbitrarily agreed upon conventions that provide a means for representing or expressing physical and logico-mathematical knowledge." (10.1) You must also realize, according to Jaruszewicz, (2013) in the text, "Regardless, all knowledge ultimately consists of basic concepts of Schema, thought up by Jean-Piaget." "All young children modify these concepts through, 1. The assimilation and 2. accommodation of experiences." "1. Assimilation occurs in the brain of a young child when a new object or experience conforms to the schema already formed." "Accommodation is more complex because it is affected by the quantity and types of experiences the child encounters." (10.1) In addition, according to Jaruszewicz (2013) "In the Early Childhood years, children progress through two of Piaget's four stages of cognitive development: 1. Sensorimotor (birth to age 2) where infants acquire new concepts by exploring their world. 2. Pre-operational: (ages 2-7) where young children are beginning to expand logico-mathematical knowledge but it is usually centered on their features of solely what they observe." (10.1) "As young children, according to Jaruszewicz (2013) "encounter repeating patterns in their daily life, they begin to understand that the natural world is organized." "As their think.
E352 Learning Center Resource File Rationale, Materials List, Parent Letter, and IN Foundations Scenarios
1. Katie Russell
Learning Center Resource File
4/5/15
Science Center in the Preschool Classroom
Children are “natural scientists, continuously experimenting and discovering” (Schwartz
and Copeland, 2010, pg. 18). They are curious about themselves, others, and the world. By
experimenting with their hypotheses, children are able to develop schemas about the world, how
it works, and where they fit in. Providing these experiences to children at a young age fosters a
love of nature and exploring the world. It also helps children learn the importance of caring for
the Earth. The science center in the preschool classroom is designed for children to be able to use
the skills they already have while gaining new skills and learning about scientific concepts.
When using the science center, children are exercising their fine motor skills, learning
how to use scientific equipment, developing problem-solving skills, learning how to observe and
compare scientific experiences, developing vocabulary, and learning to work with others
(Indiana Department of Education, 2012). Careful guidance facilitated by a teacher helps
children further develop these skills by providing support and scaffolding.
In the science center of the classroom, children are able to use their natural curiosity to
observe, investigate, and discover their world. Invitations related to scientific concepts such as
natural phenomena, living creatures, and physics are set up for children to explore during free
play. These invitations include the manipulatives and scientific equipment necessary for hands-
on learning. Children are able to manipulate natural and human-made materials and use all of
their senses to investigate their properties. This style of inquiry-based learning helps children
gain a deeper understanding of scientific concepts and the world they live in.
2. Katie Russell
Learning Center Resource File
4/5/15
Resources
Indiana Department of Education (2012). Foundations to the Indiana academic standards for
young children from birth to age 5. Indianapolis, IN: Indiana DOE Division of Prime
Times.
Schwartz, S. L., & Copeland, S. M. (2010). Connecting emerging curriculum and standards in
the early childhood classroom: Strengthening content and teaching practice. New York:
Teachers College Press. ISBN: 080775109X
3. Katie Russell
Learning Center Resource File
4/5/15
Materials
Natural Materials (Examples: Rocks, pine cones, shells, etc.): Natural materials are important in
the science area because they provide the opportunity for children to interact with materials of
various sizes, textures, and that originate from different sources [ground, animals, etc.]. Children
are able to exercise their fine motor skills by manipulating these objects. They are able to notice
similarities and differences by comparing and contrasting the materials. It also connects children
to nature.
Living Things (Examples: Fish, frogs, plants, etc.): Living things are important in the science
area because they provide contrast to the non-living things in the classroom. Having animals and
plants in the classroom teaches children to be gentle with living things, how to care for living
things, and the characteristics of living things.
Scientific Equipment (Examples: Magnifying glasses, binoculars, balance scale, funnels, ramps,
etc.): Scientific equipment is important in the science area because it allows children to develop
their fine motor skills and learn to use tools to further examine materials. This equipment allows
children to compare materials and examine them closely. It also allows them to manipulate
materials is various ways, so they gain a deeper understanding of the properties of the materials.
Scientific Reading Materials (Examples: Books, nature guides, brochures, etc.): Scientific
reading materials are important in the science area because they connect the scientific concepts
children are learning and literacy. Children are able to find information in books and brochures
to further develop their understanding of scientific concepts. These materials provide meaning
and context to reading opportunities in this center.
Writing Materials (Examples: Notebooks, pencils, etc.): Writing materials are important in the
science area because children can exercise their fine motor skills, record observations, and
integrate writing into the science area. Children are able to have meaningful writing experiences
by connecting scientific observations and recoding skills.
4. Katie Russell
Learning Center Resource File
4/5/15
Dear Parents and Guardians,
You may have noticed your child talking about the new science center in the classroom
and may be wondering, “Why do preschoolers need a science center?” Well let me tell you a
little about our new science center. We were awarded a grant to purchase investigative materials
for the classroom. Our center is a table that includes freshly planted herbs, our new Growafrog
Life Cycle kit, scientific equipment (Ex: magnifying glasses, binoculars, balance scale, funnels,
ramps, etc.), natural materials (Ex: rocks, pine cones, shells, snake skin, etc.), writing materials,
and reading materials related to our new frogs. Children are free to use this center during free
play in the classroom. Many children have been exploring the new items and are especially
interested in our tadpoles and frogs.
When your child is playing in the science center, he or she is exercising their fine motor
skills, learning how to use scientific equipment, developing problem-solving skills, learning how
to observe and compare scientific experiences, developing vocabulary, and learning to work with
others (Indiana Department of Education, 2012). With the current set up of the science center,
many children are learning about the frog life cycle, how to care for frogs, and how to observe
them using magnifying glasses. Several children have begun frog journals and have recorded
drawings and observations about their development.
Here are two simple scientific activities you can do at home:
1. Sink or Float
Bath time is a wonderful opportunity to explore the activity of sink or float. Jut provide your
child with items that will sink (Ex: fork, golf ball, etc.) and items that will float (Ex: cork, rubber
duck, plastic cup, etc.). Have your child make predictions about what they think will happen and
then they can test their predictions. This activity helps your child learn how to predict and
investigate in an authentic environment.
2. “Lava” Lamp
All that you need is an empty jar (Ex: empty spaghetti sauce jar), vegetable oil, water, food
coloring, and antacid tablets. Clean the jar before beginning. You and your child can place a few
inches of water at the bottom of the jar and then color it with food coloring. Add oil to the top.
Once the water and oil have settled, have your child place an antacid in the jar. Watch the
bubbles escape! These bubbles are created by the release of carbon dioxide in the tablet and will
hold the color of the water, which makes it look like a lava lamp. During this activity, your child
will learn that oil and water do not mix, that carbon dioxide can create bubbles, and how to
observe and comment on changes.
If you are interested in learning more about our science center, feel free to explore it with your
child during drop-off and pick-up times. If you would like more suggestions for science activities
to do at home, feel free to email me. Pinterest is also a great source for finding these simple
activities.
Sincerely,
Miss Russell
5. Katie Russell
Learning Center Resource File
4/5/15
Indiana Foundation Areas
English/Language Arts
Recently the Growafrog Life Cycle kit arrived in the classroom. Kendall has been
especially interested in the tadpoles at different stages and the frogs. When they first appeared in
the center, she observed them quietly. The next day she began to draw each frog and write about
something they did. This continued every day. After several days, she was finding the amount of
pages to be unmanageable. I suggested that she staple them together to create a field journal. She
agreed and stapled her pages plus several more together so she could continue to record her
findings. She continued to draw and write about the tadpoles as they grew into frogs.
Kendall was engaged in observing and investigating the development of the tadpoles into
frogs. She recorded her findings in a journal. This connects to the Foundation area of
English/Language Arts. She was able to draw and write to express ideas [8.72], use new
vocabulary [8.91], use her writing to share ideas with others [8.84], and write more than one
word correctly [8.85]. This experience in the science center helped her develop her writing skills
tremendously.
Mathematics
Sticks of various sizes were added to the science center. Noah took an interest in the
sticks and began organizing them in various ways. He first sorted them in the categories of
bumpy and smooth. Then he sorted them by dark and light colors. The next day he came in an
arranged them by size. He placed the smallest stick first and continued until the last and longest
stick was placed. When asked about how he arranged the sticks, he replied, “I put the teeny ones
first until I found the big one.”
6. Katie Russell
Learning Center Resource File
4/5/15
Noah sorted, categorized, and placed the sticks in order. He was exercising mathematical
concepts in the science center. This connects to the Foundation area of mathematics. Noah was
able to sort the same group of sticks in multiple ways [6.19], to order the sticks by size [5.14],
and to explain the arrangement of the sticks [6.18]. Each of these activities were demonstrations
of the mathematical knowledge that Noah possesses. By engaging in these skills outside of the
math center, Noah was able to expand his schema of what math includes.
Social Emotional
During a small group sink or float activity, Easton, Camdyn, Landon, and Holly sat at a
table with a teacher. Each were shown an object and then the object was passed around the table.
The children were asked to make a prediction of whether it would sink or float. Each time
something was passed, a different person placed the object in the water. When children requested
a turn, the teacher calmly told them, “It’s [name]’s turn rght now. You will get to go again soon.”
The children continued to predict, share items, and take turns placing items into the water until
the end of the experiment.
These children were displaying their social and emotional development during this
science activity. This connects to the Foundation area of social emotional. The children were
able to engage with a group while sharing and taking turns [3.50], follow simple directions
[4.28], and compromise, share, and take turns [4.40]. These social emotional skills ensured that
the group activity went smoothly and allowed each child to enjoy contributing to the activity.