The place of science in the early years

Abstract

Objectives At the end of this chapter you will be able to: recognise the natural disposition young children have towards science describe the conceptual, procedural and attitudinal knowledge associated with science list a range of reasons why young children should engage with science describe young children’s capacity for science at different ages. Overview ‘Where there is a child there is curiosity and where there is curiosity there is science’ (Howitt & Blake, 2010, p. 3). Young children continually engage in science practices. But they do not call it science – they call it curiosity. This chapter describes children’s wonder and curiosity towards the world as it outlines what science looks like in the early years. As part of the definition of science, the chapter introduces conceptual, procedural and attitudinal science knowledge, and outlines important aspects of each for young children’s learning of science. The ability of science to engage and stimulate children makes it an ideal vehicle to assist in all aspects of child development. What does science look like in the early years? Fourteen-month-old Zara has her gumboots on. Holding Dad’s hand tightly, she walks into the edge of the mud. Zara stands still and smiles, looking down at her feet as they slowly sink. She pulls her gumboots out of the mud, feeling the resistance. On dry land Zara stands still and looks down at her feet. She then walks back into the mud with another smile on her face.