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Educators and families can support
young children's interest
in learning
about science and engineering concepts.
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Drawing on research from
the National Research Council, the National Association for the Education of Young Children and others, the NSTA Position Statement on Early Childhood
Science Education “… affirms that learning science and engineering practices in
the early years can foster children’s curiosity and enjoyment in exploring the
world around them and lay the foundation for a progression of science learning
in K–12 settings and throughout their entire lives.”
The
position statement supports early childhood educators who seek to honor young
children’s “capacity for constructing conceptual learning and the ability to
use the practices of reasoning and inquiry” at a developmentally appropriate
level. Early childhood educators are urged to “take advantage of what children
do as part of their everyday life prior to entering formal school settings
[because] these skills and abilities can provide helpful starting points for
developing scientific reasoning.” The Early Childhood Science position
statement complements the position statement on elementary science education
adopted by the NSTA Board of Directors in July 2002.
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A 1-yr-old exploring water learns
about the properties of
liquids
with adult guidance and support.
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NSTA identifies six key
principals to guide the learning of science by young children. In addition,
declarations and recommendations further identify the following, among others, as critical for
high quality science learning
environments: the nurturing of young
children’s curiosity; the
understanding that everyday play is part of science learning; and supportive educators
who are prepared to carefully plan open-ended, inquiry-based explorations.
I am
grateful to Cindy Workosky, NSTA Communications Specialist, who spearheaded the
effort and the NSTA panel members who wrote the Early Childhood Science
position statement, Susan Catapano (Chair), Peggy Carlisle, Christine Chaille,
Ingrid Chalufour, Linda Froschauer, Rochel Gelman, Julie McGough, William C.
Ritz, Jennifer S. Thompson, and Karen Worth. (See the full list of panel
members below.) I thank
the NSTA Board of Directors for their forward-thinking action in adopting the
work of the panel.
The
position statement is a document that will inform my teaching practice and
writing. It reminds me to intentionally prepare the environment and experiences
to allow children to fully engage with the materials and provide time to talk
about those experiences. I can share it with the program directors and school
principals I work with to help them understand that science and engineering
learning begins in the early years before kindergarten, when children are given
multiple opportunities to engage in science exploration and experiences through
inquiry. It will guide programs, school districts and states as they write new
early childhood science standards and curriculum.
Take a
look at the newly issued Early Childhood Science Education Position Statement
online or in the February 2013 issue of Science and Children,
print out a copy to share with your colleagues and the families of your
students, and talk about how it will support and possibly change your teaching.
Panel, NSTA Early Childhood Science Position Statement
Susan Catapano, Chair
Chair
and Professor
International Coordinator
Watson College of
Education, University of North Carolina at Wilmington, Wilmington,
NC
Peggy Carlisle (NSTA Board)
NSTA Director, Preschool/Elementary
Div.
Gifted Education Teacher, Pecan Park Elementary, Jackson, MS
Christine Chaille
Professor and Chair, Curriculum and
Information
Portland State University, Portland,
OR
Ingrid Chalufour
Education Consultant
Brunswick, ME
Linda Froschauer
Field Editor, Science and
Children
NSTA Past President
Westport, CT
Rochel Gelman
Distinguished Professor
Rutgers Center for Cognitive Science
and the Psychology Department
Rutgers University, Busch
Campus, Piscataway, NJ
Julie McGough
K-3 Primary Teacher
Valley Oak Elementary
Adjunct Faculty, Science Education
California State University,
Fresno, Fresno, CA
William C. Ritz
Professor Emeritus, Science Education
Director, "A Head Start on
Science"
California State University at Long
Beach, Long Beach, CA
Jennifer S. Thompson (NSTA
Council)
NSTA Director, District XVII
K-1 Primary Teacher
Harborview Elementary
Adjunct Faculty, Education
University of Alaska
Southeast, Juneau, AK
Karen Worth
Instructor, Elementary Education
Department & Department Chair
Wheelock College, Boston, MA
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Listen to the entire podcast, perhaps more than once, to gain insight
on strengthening your science teaching. See the resources that
go beyond the “science activity book format” on the Lab Out Loud website to
find out how to provide a series of activities that build conceptual
understanding. Share this conversation with your colleagues and the parents of
your children! Listening to it and discussing after will make great
professional development at a teachers’ meeting or pre-service class.