Discovery Through Science

wind). A preschooler is crouched low to the ground pointing and gasping at a spider crawl- ing across the oor (insects and entomology).<br><br> A kindergartner stirs her ice cream until it becomes liquid (solids to liquids). Children are natural investigators of what is around them. How exciting for early educators to tap into this discovery and support the process!<br><br> Does this mean we need to learn a whole new science curricu- lum? Indeed not! Most science concepts can be added to existing everyday experiences and activities.<br><br> Science Discovery May Include: Observations (watch and record ideas, photograph, question, discuss) Resources (books, stories, videos, muse- ums, specialists) Art (create, make, paint related ideas using different materials) Movement (move like spiders, spin webs) Write/Create (spider stories/songs, ques- tions, thoughts/ideas) Habitats (making homes for spiders; what do they need? Place plastic spiders in sand/water tables) Dramatic Play (Dress up like spiders, play spider family) " " " " " " " Discovery Discovery through science is ongo- ing, not a one-time activity. Children should be offered the freedom to explore their ideas through many means, with ample time, resources, and materials with which to experi- ment.<br><br> Discovering science with children is a fascinating part of their everyday lives. Children 9s experiences, environments, and natural curiosity will help in connecting ideas and developing critical thinking skills, as well as offer support in making sense of the world around them. What a great adventure!<br><br> Supportive Environments The environment itself is an impor- tant component in enriching science experiences. Consider offering water/sand tables, safe plants, items from nature (leaves, fossils, roots, rocks), materials of interests (socks, kites, pinwheels, mobiles, chimes, machines, musical instruments), art materials (paint for mixing colors, clay), building materi- als (blocks, wood, tubes) books, puzzles, and pictures represent- ing interesting concepts to freely explore. Create cozy areas for materials to be explored, such as a low table or open shelves where children can freely gather materials (consider exploring outside, also).<br><br> Be open to messes and think ahead in provid- ing what children need to explore, gather, and be safe as well as comfortable. Tools for Exploring Children will also be very creative in nding materials and tools to explore; your watch, the clock on the wall, door knobs, anything from outside. Support their ideas by lis- tening to what they are interested in and supplying your attention, time, and tools.<br><br> Adults can model the use of tools and also see how the child might use tools. Tools to Help Guide Explorations May Include: Magnifying glasses Measuring devices (rain gauge, rulers, tape measure, scales, timers) Cups, funnels, containers Straws, tubes, hoses Water droppers, basters Pumps, pulleys Mirrors Tongs, tweezers Machines and gears (pulleys, watches, old machines) Cameras, binoculars, tele- scopes, view scopes Pencils, pads, paper, clip- boards, notebooks, envelopes " " " " " " " " " " " Dr. James E.<br><br> Van Horn, Better Kid Care Program Director Developed by Christine Belinda, Penn State Better Kid Care Program 253 Easterly Parkway, State College, PA 16801 " Phone: 1-800-452-9108 " Website: betterkidcare.psu.edu Supported by funds from the Pennsylvania Department of Public Welfare, Of ce of Child Development. This publication is available in alternative media on request. Penn State is committed to af rmative action, equal opportunity, and the diversity of its work force.<br><br> College of Agricultural Sciences Cooperative Extension

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