Teaching young children science: Three key points

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Abstract

Many early childhood teachers report lacking confidence to teach science. Today, science education is defined as "doing science", as opposed to memorization of facts (Seefeldt & Galper, 2002). This paper discusses developmentally appropriate practices in the context of teaching science. Knowledge of child development, individual differences and the role of children's socio-cultural context are explicitly discussed. The use of questioning and the 5 Es (engaging, exploring, explaining, elaborating, evaluating) instructional model are also discussed. A sample science lesson is provided to model the use of 5 Es and questioning strategies.

Original languageEnglish (US)
Pages (from-to)419-423
Number of pages5
JournalEarly Childhood Education Journal
Volume33
Issue number6
DOIs
StatePublished - Jun 1 2006

Keywords

  • 5 Es instruction model
  • Early childhood education
  • Science education

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