The Inclusion of Science in Early Childhood Classrooms

Chapter

Abstract

Science education, an integral part of national and state standards for early childhood classrooms, encompasses content-based instruction as well as process skills, creativity, experimentation, and problem-solving. By introducing science in developmentally appropriate ways, we can support young children’s sensory explorations of their world and provide foundational knowledge and skills for lifelong science learning as well as an appreciation of nature. This chapter emphasizes the significance of teaching science in early childhood classrooms, describes the purpose and rationale for the book, and provides the organization and overview of the chapters.

Keywords

Early Childhood Science Education Science Learning Early Childhood Teacher Instructional Intervention 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
This is a preview of subscription content, log in to check access.

References

  1. Carson, R. (1999). The sense of wonder. New York: HarperCollins Publishers.Google Scholar
  2. Eshach, H., & Fried, M. N. (2005). Should science be taught in early childhood? Journal of Science Education and Technology, 14(3), 315–336.CrossRefGoogle Scholar
  3. French, L. (2004). Science as the center of a coherent, integrated early childhood curriculum. Early Childhood Research Quarterly, 19(1), 138.CrossRefGoogle Scholar
  4. Hadzigeorgiou, Y. (2002). A study of the development of the concept of mechanical stability in preschool children. Research in Science Education, 32(3), 373–391.CrossRefGoogle Scholar
  5. Katz, L. G., Chard, S. C., & Kogan, Y. (2014). Engaging children’s minds: The project approach. Westport: Praeger.Google Scholar
  6. Lee, O. (2005). Science education and student diversity: Synthesis and research agenda. Journal of Education for Students Placed at Risk, 10(4), 431–440.CrossRefGoogle Scholar
  7. Mbamalu, G. E. (2001). Teaching science to academically underprepared students. Journal of Science Education and Technology, 10(3), 267–272.CrossRefGoogle Scholar
  8. Mullis, I. V. S., & Jenkins, L. B. (1988). The science report card. Princeton: Educational Testing Service. Report No. 17-5-01.Google Scholar
  9. National Science Foundation. (2001). Science and engineering degrees, by race/ethnicity of recipients: 1990–1998. Arlington: Author.Google Scholar
  10. National Science Foundation. (2002). Women, minorities, and persons with disabilities in science and engineering. Arlington: Author.Google Scholar
  11. Ramey-Gassert, L. (1997). Learning science beyond the classroom. The Elementary School Journal, 97(4), 433–450.CrossRefGoogle Scholar
  12. Saçkes, M., Trundle, K. C., Bell, R. L., & O’Connell, A. A. (2011). The influence of early science experience in kindergarten on children’s immediate and later science achievement: Evidence from the early childhood longitudinal study. Journal of Research in Science Teaching, 48(2), 217–235.CrossRefGoogle Scholar

Copyright information

© Springer Science+Business Media Dordrecht 2015

Authors and Affiliations

  1. 1.North Carolina State UniversityRaleighUSA

Personalised recommendations