Journal of Science Education and Technology

, Volume 14, Issue 3, pp 315–336

Should Science be Taught in Early Childhood?

Article

DOI: 10.1007/s10956-005-7198-9

Cite this article as:
Eshach, H. & Fried, M.N. J Sci Educ Technol (2005) 14: 315. doi:10.1007/s10956-005-7198-9

Abstract

This essay considers the question of why we should teach science to K-2. After initial consideration of two traditional reasons for studying science, six assertions supporting the idea that even small children should be exposed to science are given. These are, in order: (1) Children naturally enjoy observing and thinking about nature. (2) Exposing students to science develops positive attitudes towards science. (3) Early exposure to scientific phenomena leads to better understanding of the scientific concepts studied later in a formal way. (4) The use of scientifically informed language at an early age influences the eventual development of scientific concepts. (5) Children can understand scientific concepts and reason scientifically. (6) Science is an efficient means for developing scientific thinking. Concrete illustrations of some of the ideas discussed in this essay, particularly, how language and prior knowledge may influence the development of scientific concepts, are then provided. The essay concludes by emphasizing that there is a window of opportunity that educators should exploit by presenting science as part of the curriculum in both kindergarten and the first years of primary school.

Keywords

children’s scientific thinking K-2 science education justifications for early science teaching windows of opportunity 

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Copyright information

© Springer Science + Business Media, Inc. 2005

Authors and Affiliations

  1. 1.Department of Science and Technology EducationBen-Gurion University of the NegevBeer ShevaIsrael

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