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CURRICULUM AND LEARNING ENVIRONMENT   * 1 HOUR * LEVEL 2

The Science Learning Center 

Why Include a Science Center

Course Menu

Page 4


Picture
Sand and Magnet Sensory Bin

http://www.lessons4learners.com/sand-and-magnet-sensory-bin-p.html

If science is all around us, why is it important to specify an area of the classroom as a science learning center? There are many reasons! Science is everywhere for preschool children, however, there is more to the scientific process than just observing and experimenting. While these are two very important elements to scientific study, they are not the only ones to consider. Most importantly, science provides a way of thinking about the world and discovering the processes which occur in everything. 
Young children are active scientists as they explore their environment. That curiosity and exploration is the key to scientific thinking. Often adults will interfere with this natural curiosity and stand between children and real scientific discoveries.

​Obviously where a child’s safety is concerned there needs to be some intervention, but the notion of a neat and orderly classroom also tends to inhibit a child’s scientific discovery. Providing the class with a science learning center will encourage this growth and exploration in a safe and teacher-friendly way. Do not expect that the science center will be organized and tidy at all times. This is an unrealistic expectation and will hinder true scientific discoveries.
Picture
Rainbow Slime

http://www.lessons4learners.com/rainbow-slime-t.html

Pushing the boundaries of the expected result is another element of scientific thinking that children do well with. Though they may know that a boat will float with a couple of blocks on top, it is not uncommon for them to push that theory as far as they can. They may stack 10 blocks on top and watch the boat sink faster. Next, they may stack 8 blocks and compare the sinking. After that, they may test this out with different boats and different stackable items. This is building upon prior knowledge or scaffolding. 

“We especially need imagination in science.” – Maria Montessori​​

Picture
How do whales stay warm?

http://www.lessons4learners.com/how-do-whales-stay-warm.html

​The current educational system often tries to enforce a lot of structure on young children from a very early age. Children are expected to stand in a straight line, bodies still, mouths closed, eyes forward. These kinds of expectations often create a standard of thinking that can make scientific exploration extremely difficult. It is important to cultivate the notion of thinking outside the box.

​Scientists often do not embark upon incredible discoveries by doing what has already been done over and over and expecting new results. They try something new, often something a little bit unconventional and use their prior knowledge to discover something groundbreaking. Allow your preschool students to have these same experiences with the science center.

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  • Child Care Training
    • A-B >
      • 123 Dance with Me
      • A Directors Guide
      • A Teachers Guide to Pinterest
      • A Vaccination Conversation
      • All Aboard: Creating an Inclusive Classroom
      • Art and Sensory Experiences for Infants and Toddlers
      • Art Integration
      • Back to School Transition Tools
      • Basic Sign Language in the Classroom
      • Basic Signs for Babies and Toddlers
      • Beyond the Classroom: Engaging Families
      • Block Play for Infants and Toddlers
      • Bright Minds ​STEM Play for ​Infants and Toddlers
      • Building Community Through Circle Time
    • C-D >
      • Chicka Chicka Boom Boom in the Classroom
      • Child Abuse and Mandated Reporting in Washington
      • Children and Nature
      • Classifying and Sorting
      • Cooking Up Fun
      • Developing Minds and Bodies Tummy Time for Infants
      • Dream Team Successful Teambuilding
    • E-I >
      • Easing Separation Anxiety
      • Executive Function
      • Exploring the Magic of Harry Potter
      • Fantastic Mr. Dahl
      • Guide to Goosebumps
      • Infant and Toddler Temperament
      • Introduction to Planning Activities
    • K-M >
      • Keeping Children Safe and Healthy
      • Managing Your Time
      • Math Exploration
      • Mildred D. Taylor and Cultural Awareness​
      • Mindful Leadership
      • ​Motivating Morale Keeping Staff Around
      • Music and Movement for Infants and Toddlers
      • My Brain Craves Action
    • N-P >
      • Nap Time
      • Operation Military Families
      • Ouch Infant and Toddler Biting
      • Picture This
      • Positive Strategies for Classroom Management
    • R-U >
      • Reinforcement and Redirection
      • Simple Science
      • Spanish in the Early Childhood Classroom
      • Speech and Language Milestones
      • Supporting Families with Special Needs
      • Supporting Self-Esteem
      • Teaching with Tolkien
      • The Child's Developing Brain
      • The Infant and Toddler Classroom
      • The Infant and Toddler Teachers Role
      • The Wonderful Author of Oz
      • Theories of Child Development
      • Understanding Autism
    • V-Z >
      • Where the Wild Things Are
      • Worldwide Art
      • Yoga with Children
  • Need Help
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