Science in early learning centres: Satisfying curiosity, guided play or lost opportunities?

Abstract

Although much has been written about improving primary school science and scientific skills for children, not a lot has been done to find out what science actually looks like for very young children. A common belief among adults is that science concept learning is something to be addressed in the later years of schooling. Thus, early childhood educators tend not to emphasise science teaching and learning. Science, however, is a discipline upon which all curriculum learning can begin as young children are innately curious about their surroundings. As a means of viewing emergent science in three different early learning centres, individual children have been observed to develop case studies about their experiences of scientific discovery. These case studies highlight different interpretations of science teaching and learning: children satisfying their own curiosity, the use of guided play to develop scientific process skills and the recognition that even with the best intentions, opportunities to develop scientific skills can be easily lost. Pedagogical implications of this research highlight a need for early childhood educators to provide dedicated unstructured play time, resources and adequate space to enhance logical thinking and science learning in early learning centres. The role of a significant adult to assist conceptual understanding and guide a child’s scientific learning is pivotal. This role should acknowledge an awareness of the everyday nature of science and the potential of every child to be a scientist.