10.2: Guiding Principles for Supporting Science
The following principles guide teachers in establishing a preschool science program that fosters children’s curiosity and develops their skills and habits to explore and learn about their world. These principles are consistent with a constructivist approach to learning, where children actively construct knowledge through physical and mental interactions with objects and people in their environment. The principles are drawn from current research-based models and approaches to early childhood science and are consistent with the National Association for the Education of Young Children (NAEYC) guidelines on developmentally appropriate practice.
- The preschool environment supports children’s curiosity and encourages inquiry and experimentation
- The teacher
- acts as a researcher, joining children in exploring their world
- asks open-ended questions to encourage children to think and talk
- introduces children to new vocabulary, including scientific terms such as observe, explore, predict, and measure
- demonstrates appropriate use of scientific tools
- invites children to reason and draw conclusions
- encourages children to share their observations and communicate their thoughts
- models respect for nature
- Content of inquiry is developmentally appropriate and builds on children’s prior experiences
- Scientific inquiry experiences are interesting and engaging for children and teachers
- Children explore scientific concepts directly through active, hands-on, minds-on playful experiences
- Children explore scientific concepts in depth through multiple, related learning experiences over time
- Children construct knowledge through social interactions with peers and adults
- Children use language and other forms of communication to express their thoughts, describe observations, and document their work
- Teachers support children who are English learners in understanding and communicating scientific knowledge and skill
- Science is embedded in children’s daily activities and play and provides a natural vehicle for integrating mathematics, literacy, and other content areas
- Individual differences are recognized, and all children are included and supported
- The preschool environment, home, and community are connected through science[1]
- The California Preschool Curriculum Framework, Volume 3 by the California Department of Education is used with permission ↵