Skip to main content

Preschool Science Environment: What Is Available in a Preschool Classroom?

Early Childhood Education Journal volume 33, pages 245–251 (2006)Cite this article

Abstract

This study investigated preschool science environments in 20 preschool classrooms (N=20) in 13 midwestern child care centers. By operationalizing Neuman’s concept of “sciencing,” this study used The Preschool Classroom Science Materials/Equipment Checklist, the Preschool Classroom Science Activities Checklist, and the Preschool Teacher Classroom/Sciencing Form to analyze the availability of science materials, equipment, and activities for preschoolers in the classroom. Each teacher was videotaped for two consecutive days during free play time. The study showed that half of the preschool classrooms had a science area. The activities that the preschool teachers engaged were mostly unrelated to science activities (86.8%), 4.5% of the activities were related to formal sciencing, and 8.8% of the activities were related to informal sciencing.

This is a preview of subscription content, access via your institution.

Access options

Buy single article

Instant access to the full article PDF.

USD 39.95

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Fig. 1.
Fig. 2.
Fig. 3.

REFERENCES

  • Bredekamp, S., & Copple, C. (Eds.) (1997). Developmentally appropriate practice in early childhood programs (Rev. ed.). Washington, DC: National Association for the Education of Young Children

  • Chalufour I., Worth K., (2003). Discovering nature with young children Redleaf Press St. Paul, MN

    Google Scholar 

  • Croft D. J., (2000). An activities handbook for teachers of young children Houghton Mifflin Company Boston

    Google Scholar 

  • Eliason C., Jenkins L., (2003). A practical guide to early childhood curriculum 7 Prentice Hall Upper Saddle River, NJ

    Google Scholar 

  • Gardner H., (1983). Frames of mind: The theory of multiple intelligence Basic Books New York

    Google Scholar 

  • Harlan J. D., Rivkin M. S., (2000). Science experiences for the early childhood years: An integrated approach 7 Prentice Hall Upper Saddle River, NJ

    Google Scholar 

  • Holt, B., (1989). Science with young children (Rev. ed.). Washington, DC: National Association for the Education of Young Children

  • Harper-Whalen, S., & Spiegle-Mariska, J. (1991). Module #1: Organizing the special pre-school. University of Montana, Missoula: Division of Educational Research and Services (ERIC Document Reproduction Service No. ED 342162)

  • Jalongo M. R., Isenberg J. P., (2004). Exploring your role: A practitioner’s introduction to early childhood education 2 Prentice Hall Upper Saddle River, NJ

    Google Scholar 

  • Kilmer S. J., Hofman H., (1995) Transforming science curriculum In Bredekamp S., Rosegrant T., (Eds), Reaching potentials: Transforming early childhood curriculum and assessment (Vol. 2), National Association for Education of Young Children Washington, DC pp. 43–63

    Google Scholar 

  • Kostelnik M. J., Soderman A. K., Whiren A. P., (2004). Developmentally appropriate curriculum: Best practice in early childhood education 3 Prentice Hall Upper Saddle River, NJ

    Google Scholar 

  • Lind K. K., (2000) Exploring science in early childhood education 3 Delmar Albany, NY

    Google Scholar 

  • Linich M., (1999). Beyond constructivism in the life sciences In Chambers J. A., (Ed), Selected papers from the 10th international conference on college teaching and learning Florida Community College Jacksonville, FL (pp. 99–108)

    Google Scholar 

  • Moomaw S., Hieronymus B., (1997). More than magnets: Exploring the wonders of science in preschool and kindergarten Redleaf Press St. Paul, MN

    Google Scholar 

  • Neuman D., (1972) Sciencing for young children. In Read Baker Katherine, (Ed), Ideas that work with young children National Association for the Education of Young Children Washington, DC

    Google Scholar 

  • Neuman D., (1992). Experiences in science for young children Waveland Press Prospect Heights, IL

    Google Scholar 

  • Rivera, M. (1998). Creating a science area in a preschool classroom. Lehman College, University of New York (ERIC Document Reproduction Service No. ED 420438)

  • Tu, T. (1997). Preschool teachers’ beliefs and practices concerning science teaching. Master’s Thesis, Iowa State University

  • Worth K., Grollman S., (2003) Worms, shadows, and whirlpools: Science in the early childhood classroom National Association for Education of Young Children Washington, DC

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Teaching, Leadership and Curriculum Studies, Kent State University, Salem, USA

    Tsunghui Tu

  2. Teaching, Leadership and Curriculum Studies, Kent State University, 2491 State Route 45 South, Salem, OH, 44460, USA

    Tsunghui Tu

Authors
  1. Tsunghui Tu
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Tsunghui Tu.

Rights and permissions

Reprints and Permissions

About this article

Cite this article

Tu, T. Preschool Science Environment: What Is Available in a Preschool Classroom?. Early Childhood Educ J 33, 245–251 (2006). https://doi.org/10.1007/s10643-005-0049-8

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10643-005-0049-8

Keywords

  • preschool children
  • preschool teachers
  • preschool science
  • science activities
  • science environment
  • science equipment
  • science materials