Introducing Science in Primary School (3-5 yr).

Should Science be Taught in Early Childhood?  From our experience the answer is absolutely affirmative. We can summarize, in agreement with important works (*) carried out on this topic, our reasons for exposing young children to science as follows:

1. Children naturally enjoy observing and thinking about nature. Because of their innate curiosity, children eagerly embrace all types of science activities. What makes children particularly ready for science is this intrinsic motivation which refers to doing an activity for its inherent satisfaction rather than for some separable consequences. Some may say children just play during these science activities; however play is the leading factor for the development of relationships between objects, meanings, and imaginations. This is one of the most important arguments for including science in pre-schools.

2.- Development of attitudes toward science starts at the early stages of life. Exposing students to science in environments where they can enjoy science develops positive attitudes towards science.

3.- Early exposure to scientific phenomena leads to better understanding of the scientific concepts studied later in a formal way.

4.- Since teaching science involves introducing the learner to the social language of school science the use of scientifically informed language at an early age influences the eventual development of scientific concepts.

5.- Children can understand scientific concepts and reason scientifically: Though there is no consensus on whether or not small children can think scientifically or whether they are mature enough to understand (abstract) scientific concepts, some research indicates that even younger children show the ability to think scientifically and they are able to think about even complex concepts.

6.- Science is an efficient means for developing scientific thinking: It is essential to encourage students to develop scientific modes of explanations and modelling and to develop the science process skills from the earliest school age. In this way we are decisively contributing to the integral development of the children.

With our Website we pretend to show how different science topics can be taken to primary schools (early childhood) classroom: light, magnetism, atoms, etc.

(*) Haim Eshach (2006). Science Literacy in Primary Schools and Pre-Schools. Springer, Dordrecht, The Netherlands. ISBN 1-4020-4641-3

(*) 2007 Moment, Eurasia J. Math. Sci. & Tech. Ed., 3(2), 167-169

 

Sandra OTERO LEMOS    /    Sandra REAL NIMO
Fe TABOADA FERNÁNDEZ   /    Laura VALIÑO LEMOS
Dolores VÁZQUEZ CAMINO    /   Mª Ángeles VIDAL LÓPEZ

PUBLIC SCHOOL (children 3-5 yr)
GALICIA - SPAIN

Email contact address: vidal@edu.xunta.es