Science and Literacy: Reaching Outcomes in Preschool Classrooms

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Science and Literacy Reaching Outcomes in
Preschool Classrooms

• Seth Kopald
• Technical Assistance Specialist
• Academy for Educational Development
• Technical Assistance Center
• (TAC-12)
• Migrant Seasonal Head Start

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Participant Objectives

• Participants will be able to identify how to
  engage children in science activities.
• Participants will gain ideas for classroom
  environments, planned activities, as well as how
  to promote Science experiences as an extension of
  childrens work and play.
• Participants will be able to help teachers become
  more comfortable creating science experiences for
  children.
• Participants will be able to help teachers extend
  science activities to include Literacy.
• Participants will be able to identify the
  indicators within Head Start Child Outcomes
  Framework that relate to science and guide a
  program to meet those indicators.

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What is Science?

• The goal of science is to understand the
  natural world (Worth and Grollman, 2003, p. 23).
• Science is observing, exploring, experimenting
  and discovering.
• Science is coming to conclusions based on
  observations, collecting data, etc.
• Children are gaining an understanding of how the
  world works (French, 2004, p.3).

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Theory and Practice for Quality Science Programs

• Engage Children in Science Inquiry.
• Children
• Make observations
• Ask questions
• Make predictions
• Test predications
• Make discoveries
• Reflect on their experiences
• (Worth and Grollman, 2003, p. x)

Exploration
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Theory and Practice for Quality Science Programs

• A quality science program is NOT
• Confined to one shelf or table.
• Focused on learning facts.
• Found in narrow, unrelated topics/projects.
• (Worth and Grollman, 2003, p. 3)

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Theory and Practice for Quality Science Programs

• A high-quality science program
• Builds on childrens prior knowledge.
• Draws on childrens curiosity.
• Encourages children to ask questions and develop
  their own ideas.
• Engages children in in-depth exploration, over
  time, in a carefully planned environment.
• Encourages reflection and documentation.

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Theory and Practice for Quality Science Programs

• A high-quality science program
• Is integrated into the daily work and play, and
  into other areas.
• Includes all children and individualizes for all
  children.
• (Worth and Grollman, 2003, p. 8-13)
• Is about the real world
• Develops reasoning skills
• (Eshach Fried, 2005, p. 316)

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Why Science for Young Children?

• Children enjoy observing and thinking about
  nature.
• Develops positive attitudes toward science.
• Early exposure leads to later understanding of
  scientific concepts.
• Use of scientific language influences later
  understanding of scientific concepts.
• Children can understand scientific concepts and
  reason scientifically.
• Science is a means for developing scientific
  thinking.
• (Eshach Fried, 2005, p. 316)

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Follow their Lead

• Build on childrens spontaneous exploration.
• When children are already in play, it is much
  easier to follow them and add science and/or
  literacy to the experience that is already
  occurring.
• We are capitalizing on teachable moments.

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Project Approach/Studies

• Topics emerge from the work in the class, not
  preset themes. (Creative Curriculum, 4 ed, p.190)
• Science Inquiry should occur over time.
• Children observe, manipulate and document.
• In-depth investigation of a topic. . . .
  Deliberately focused on finding answers to
  questions (Helm Katz, 2001, p.1).
• The teacher can raise the challenge over time.
• Through teacher documentation, he or she can
  demonstrate to the children and parents where
  they are and the process that got them there.
  Use photos, videos, charts, etc.

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Science is not separate from Literacy, Math and
learning Social Skills.
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Science and Literacy

• By its nature, science requires language,
  communication, and the use of books. The use of
  language deepens understanding of the science
  with which they are engaged. And as children
  collect data and represent their work, they may
  begin to write words, learn new vocabulary, and
  express themselves using many different media
  (Worth and Grollman, 2003, p.7).

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Incorporate Literacy

• Language Development Vocabulary, complex
  language, conversation.
• Using symbols.
• Sorting.
• Classification.
• Labeling.
• Record findings (written or draw pictures).
• Documenting childrens work and ideas.
• Read books on the topic.

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Equip a Science Area

• Science should occur throughout the room in
  different interest areas (See CC, p.188-189).
• A science shelf can hold science tools, but they
  must be useful and relate to the happenings
  throughout the room (i.e. Magnifiers to view the
  insects, or clip boards to record observations).
• A science table can also be used if there are
  ongoing inquiries happening.
• Resist putting unrelated tools, objects, toys on
  the shelf or table.
• Use beautiful, natural materials.

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Science Content

• Life Science observing plants and animals
• Physical characteristics of living things.
• How they live, basic needs behaviors.
• Coexistence with other living things and the
  environment.
• Life cycles, how things change.
• Variations and diversity, classification and
  categorization.
• Take measurements over time.

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Examples of Life Science Experiences

• Study the trees throughout the seasons.
• Observe insects outside and perhaps bring them
  inside.
• Observe a bird building a nest and warming eggs.
• Observe a bush or vines that produce
  berries/fruit.
• Study the human body.

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Create Science Inquiry from Childrens Interests
and Ideas

• Based on this drawing, a teacher can launch a
  whole study on seeds.
• Fruit
• Vegetables
• Trees
• Flowers
• Seeds that become food
• Sorting and classifying seeds
• Planting seeds (cycle)
• This could be a study that lasts for months.

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Activity

• Talk to your neighbor and pick one living thing
  that children would find outside at their center.
• How could the children study this and document
  over time?
• What kind of questions could a teacher ask to
  promote investigation?
• How can a teacher document this and discuss it
  with the children?
• How can they bring this indoors?

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Ideas for Incorporating Culture?

• Are there plants and animals that are unique to
  the geographic area from where children have
  come, or live now?
• Are there plants that are eaten or made into tea
  that are unique to a culture?
• Are plant and animal images used in the culture?
• Other ideas?

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Science Content

• Physical Science direct exploration of objects,
  materials, and events in the non living world
  (Worth and Grollman, p. 66).
• Study the properties of objects and materials.
• Study how things move, and what factors influence
  movement.
• Study building structures/balance/strength.
• Study sound and light (light tables, overhead
  projectors, flashlights, shadows).
• (Worth and Grollman, 2003)

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Ideas for Incorporating Culture?

• Cooking activities that are culturally relevant.
• Are there tools, kitchen utensils, etc. that are
  unique to a culture? How do these work? How do
  they incorporate physical laws?
• Other ideas?

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Science Content

• Earth and Space Science Should be focused on
  what children can actually see on the Earth and
  in Space.
• Earth Science
• Rocks, sand, soil
• Rivers, lakes, oceans, etc.
• Weather
• Space
• Following the sun
• Phases of the moon

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Avoid Studies Related to

• Studying the Solar System, planets, etc.
• Studying the formation of the Earth.
• Dinosaurs.
• Distant environments.
• Try to stick to what the child can experience
  first hand. Theres plenty to do in any
  environment/climate.

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Ideas for Incorporating Culture?

• Can you compare items such as rocks and soil from
  a childs home country, state, or region with
  such items in the immediate environment?
  Example Compare and contrast river rocks from
  Mexico vs. river rocks from Wisconsin, or soil
  color and content.
• Other ideas?

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Get Teachers Comfortable with Science

• Teachers dont need to have all of the answers.
• Teachers need to get interested in science.
• They need to read about basic scientific
  principles, the animals and plants they study,
  etc.
• They need to play with the materials before they
  present them to children.

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Get Teachers Comfortable with Science

• They need to learn what is and is not appropriate
  science for children.
• Most teachers are probably afraid of science
  themselves. Science for young children is not as
  complex as they may think.
• Let the children guide the experience. Then the
  teachers will realize what they need to research.

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Teachers Role

• Pick a topic (teachers interest or based on
  childrens interests).
• Prepare read, search the Internet, talk with
  others/parents, and work with the materials.
• Create the physical environment.
• Allow time for childrens inquiry.
• Help children by asking questions.

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Teachers Role

• Encourage childrens work.
• Engage children in conversation.
• Lead group discussions about their work (Capture
  predictions, ideas, and conclusions on charts or
  lists). Science Talks
• Encourage children to document (art, writing,
  etc).
• Document the childrens work (photos, videos,
  graphs, etc).
• Observe and assess individuals and group.
• (Worth and Grollman, 2003, p. 8-13).

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New Understandings

• Exploration is more than play and having hands on
  experiences. When children discuss and reflect
  on their experiences they truly gain insight and
  understanding.
• Content and Inquiry are equally important, yet
  all science areas do not need to be covered.
  Rather, uncover some.
• Remember to engage the children that are quietly
  working.
• Their questions should guide your interactions.
  
  

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Pre service Activities

• Explore teachers interests that relate to
  science.
• Share resources.
• Demonstrate how to do a study over time.
• Share case studies.
• Demonstrate how to incorporate literacy.
• Discuss how science can satisfy outcomes in many
  domains.
• Have teachers leave with personal plans of
  action.
• Contract a consultant to teach teachers about
  science.

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Share Ideas

• 3, 2, 1 1
• Write 3 new things you learned about Science and
  Literacy.
• Write 2 things that you are going to do when you
  get back.
• Write one question that you still have.
• Info adapted from Laura Lipton, Miravia

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Share Ideas

• 3, 2, 1 1
• 1
• Walkabout the room and share your info with
  others.
• Write down things that you learn from others in
  the 1 section.
• Info adapted from Laura Lipton, Miravia

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References Resources

• Chalufour, I Worth, K., (2003). Discovering
  Nature with Young Children. St. Paul, MN Red
  Leaf Press.
• Curtis, D. Carter, M. (2003). Designs for
  Living and Learning. St. Paul, MN Red Leaf
  Press.
• Dodge, T.D., Colker, L. Heroman, C. (2002).
  The Creative Curriculum for Preschool, 4th ed.
  Washington, DC Teaching Strategies.
• Eshach, H. Fried, M. N. (2005). Should science
  be taught in early childhood? Journal of Science
  Education and Technology, 14(3), 315-336.
• French, L. (2004). Science as the center of a
  coherent, integrated early childhood curriculum.
  Early Childhood Research Quarterly,1-12.

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References Resources

• Helm, J. Katz, L. (2001). Young Investigators
  The Project Approach in the Early Years. NY, NY
  Teachers College Press Washington, DC. NAEYC.
• Neugebauer, B. (1996). The Wonder of It
  Exploring how the World Works. Redman, WA Child
  Care Information Exchange/Exchange Press
• Rivkin, M. (1995). The Great Outdoors Restoring
  Childrens Right to Play Outside. Washington, DC
  NAEYC.
• Worth, K., Grollman, S. (2003). Worms, Shadows,
  and Whirlpools Science in the Early Childhood
  Classroom. Portsmouth, NH Heinemann.

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HSB Resources

• The Head Start Leaders Guide to Positive Child
  Outcomes (www.headstartinfo.org)
• On Line (pdf)
• English
• http//www.headstartinfo.org/pdf/HSOutcomesguideFI
  NAL4c.pdf
• Spanish
• http//www.headstartinfo.org/pdf/HSOutcomesguideSP
  .pdf
• National Head Start Child Development Institute
  Tape 5 Math and Science (Video)
  www.headstartinfo.org

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Performance Standards

• 1304.21(a) Education And Early Childhood
  Development for all children.
• 1304.21(c) Education And Early Childhood
  Development for Preschoolers.
• 1304.53 Facilities, Materials, Equipment.

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Initiatives

• Head Start Outcomes Framework ACYF-IM-HS-00-18
  (Self Assessment)
• Literacy (Mentor-Coach Steps to Success)

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Head Start Outcomes Framework(Applicable Domains)

• Science
• Approaches to Learning
• Language Development
• Literacy
• Mathematics
• Social and Emotional Development
• Creative Arts