Early Childhood Education Journal

, Volume 33, Issue 6, pp 419–423 | Cite as

Teaching Young Children Science: Three Key Points

  • Jiyoon Yoon
  • Jacqueline Ariri OnchwariEmail author


Many early childhood teachers report lacking confidence to teach science. Today, science education is defined as “doing science”, as opposed to memorization of facts (Seefeldt & Galper, 2002). This paper discusses developmentally appropriate practices in the context of teaching science. Knowledge of child development, individual differences and the role of children’s socio-cultural context are explicitly discussed. The use of questioning and the 5 Es (engaging, exploring, explaining, elaborating, evaluating) instructional model are also discussed. A sample science lesson is provided to model the use of 5 Es and questioning strategies.


early childhood education science education 5 Es instruction model 


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Copyright information

© Springer Science+Business Media, Inc. 2006

Authors and Affiliations

  1. 1.EducationUniversity of MinnesotaDuluthUSA
  2. 2.Education, University of MinnesotaDuluthUSA

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