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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
Article

Abstract

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.

Keywords

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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