I’m interested in your opinions on what should be included in early childhood science standards. We don’t want to underestimate the abilities of young children to understand relationships in natural systems, nor overestimate their ability to understand the concepts of a “fair” test or the importance of collecting data. Many states have early learning standards, and the National Science Education Standards (National Research Council, 1996) begin in kindergarten.
Is anyone very satisfied with their state or program content standards for preK-grade 2 science?
The National Board for Professional Teaching Standards describes a rigorous delivery of science curriculum that is the mark of an “accomplished” early childhood teacher: “This NBPTS Standards document describes in observable form what accomplished teachers should know and be able to do.” It sounds wonderful to me, but perhaps out of reach for the majority of early childhood teachers who have not studied science in college. Read the Early Childhood/Generalist Standards, for teachers of students ages 3–8, Second Edition (2001) by the National Board for Professional Teaching Standards (science on pages 35-37).
A sample of the expectations that are part of Standard V: Knowledge of Integrated Curriculum, science content:
[Accomplished early childhood teachers] understand that discussions can transform a class from a collection of individuals into a community of learners sharing their interpretations of the natural world with their peers. Such experiences help children reform and refine their theories and explanations—to learn how to think through their ideas, to pose additional questions, and to reconsider their ideas on the basis of others’ views.
They realize that science is everywhere and that it can be integrated into the curriculum in a variety of ways. They provide sufficient time to develop a deep understanding of essential scientific ideas rather than a superficial acquaintance with many isolated facts.They show a love for science and generate in children curiosity and wonder about the world around them. The importance of having ongoing exploration, investigation, and inquiry in science is clearly understood by accomplished teachers.
Teachers design learning experiences that will help children build their knowledge and understanding of science and uncover for themselves the counterintuitive nature of many scientific principles. They incorporate a variety of experiences from each of the three major categories of science. They realize the importance of safety, environment, and conservation. They understand the scientific method and provide experiences in which the children can explore the scientific method and document what they observe.
If you have become Board Certified as an Early Childhood/Generalist, please let us know about your experiences and your favorite science standards. Anyone who is very satisfied with their state or program content standards for preK-grade 2 science, please let us hear from you too!
Peggy
Related posts:
- Importance of teaching science in early childhood promoted by NSTA President Alan McCormack
- Join in forming a Science Interest Forum for early childhood educators
- Join NSTA and find an early childhood science community
- NAEYC Early Childhood Science Interest Forum
- Free journal columns on early childhood science
5 Comments
I am so excited about this topic! I am working with elementary teachers in an Oklahoma school district which is implementing inquiry science. They have chosen science kits, and we have had many discussions about what is developmentally appropriate for PK-2. You might be interested in checking out the “Priority Academic Student Standards” (PASS). http://sde.state.ok.us/Curriculum/PASS/default.html Oklahoma has a very strong pre-kindergarten program, and I especially enjoy seeing a “science” objective listed under other categories. In all grade levels, inquiry is considered a content objective. While Oklahoma’s science objectives may need their own version of revision, I offer them as a starting place for this discussion.
My kindergarten class recently visited a pumpkin patch and I took a number of pictures. Well wasn’t I thrilled by the work of another teacher that I saw on Twitter. I immediately thought of you and this blog because her slide show was great and I knew you would be interested in seeing it. http://wojtera.edublogs.org/ I especially like how she connected the personal experience with the parts of the pumpkin and the microscope later on.
Vicki I share your excitment about early learning standards! Thanks for the information about PASS…I’m going to take a look. Peggy
Gail, thanks for the new kindergarten blog address with the pumpkin exploration. I’m hoping you’ll post it and your page again in the new post about resources. I’m trying to make it easier for readers to find things…any suggestions? Peggy
I think children need to have a chance to ask and answer questions, do investigations, and learn to apply problem-solving skills. Active, hands-on, student-centered inquiry is at the core of good science education. The best way to learn science is to do science.