Take a look at The ChildCare Information Exchange’s current “Insta-Poll” (a casual poll of readers) on their views on the Highest Priority Teacher Training Topics. “Connecting children with nature” is fifth in priority today when I looked at the poll, mentioned by 19% of the 263 people who had so far responded and “Science” is 42^nd, tied with “Art” as mentioned by 3% of respondents. The Exchange publishes books, the Child Care Information Exchange magazine and the online ExchangeEveryDay daily early childhood newsbrief, and founded the independent non-profit organization, the World Forum Foundation, which runs a yearly conference on early care and education.
I think science walks and explorations, and making art would be excellent ways to connect children with nature. Perhaps taking nature walks would be a good first step in strengthening the science curriculum in early childhood programs.
The “Into the Woods” Teaching through Trade Books column by Karen Ansberry and Emily Morgan (Science and Children April/May 2007) describes how a class can explore a natural area outdoors, record their observations, and create a class book containing their own questions and answers about local wildlife (available at no cost online to NSTA members and to non-members after registration—scroll down to search).  “A Walk in the ‘Tall, Tall Grass’” by Kathryn Kaatz (Science and Children February 2008) describes an inquiry-based lesson (inspired by Denise Fleming’s 1991 book entitled, In the Tall, Tall Grass) that takes kindergarteners out on a nature walk to make observations and record them (available at no cost online to NSTA members and for $0.99 to non-members—scroll down to search).
Children are thrilled by the smallest discoveries, such as a critter on the sidewalk or an interesting cloud. I’m wondering, can every walk can be a nature walk in early childhood or should some be specially for observing?
Peggy

In planning for the school year, I check for safety considerations on the National Science Teachers Association website, at www.nsta.org/portals/safety.aspx#elem
Of course, each class of children is different, and I won’t know until September if any of the four-year-olds still put small objects in their mouths, or if any of the children have allergies. I’ll use the links to find safety guidelines, but once I know my class I’ll be able to know which hazards particularly apply to my students. Wearing safety goggles when working with substances such as Borax solutions which  might splash and get into children’s eyes is good practice but requires teacher vigilance to make sure children keep them on!
Some of the dangers I’ve seen occur (which I did not predict) are:

• Children blowing into a plate of dry sand that we were looking at using magnifiers and getting sand in their eyes. Now I give children just a pinch of sand into their palms and caution them not to blow or it may get into their eyes. I could also have the children use safety goggles but they find it hard to use the magnifiers at the same time.
• Children standing on a group of marbles (on purpose) and slipping. Now I only give out two marbles per child.
• Children falling when they slipped on the edge of a scarf while dancing around a room with a tile floor. We moved the scarves to a carpeted area.
• I forgot that a child had contact allergies to wheat and brought in a container of Tenebrio beetles and their babies (mealworms) which live in a bedding of oatmeal and wheat bran. Luckily another teacher remembered before I opened the container and the class just observed the insects inside.
• Children flinging dirt up into the eyes of the next child. Now I model how to dig towards oneself before we hand out the large soup spoons we use as trowels. It also helps to enthusiastically say, “Oh look at all that good dirt you are digging up! Save that dirt right next to the hole so you can use it to put back around the flower bulb/roots after you plants.”

I hope you’ll share some safety tips with all the Early Years readers by commenting below.
Washing hands after handling dirt, or other substance which may have harmful bacteria, viruses, or molds, or animals such as guinea pigs or slugs, is one of the easiest safety precautions to put into use, but it does take time. It makes sense to have a sink in every early childhood classroom and two or three might be even better! Can you suggest ways to make hand-washing go faster or an activity to do while waiting to wash?
Peggy

What’s New for July 5th on NSTA’s various online outposts

Highlights of stimulating conversations taking place right now on our listservs:

• Biology—Evolutionary, biological, and anatomical misconceptions, Biology Art Projects, and CheeseMaking for gifted elementary students;
• Chemistry—alcohol and flame test;
• Earth Science—Microfossil Sand Collection;
• Elementary Science—teaching the concept of the mole;
• Pedagogy—understanding labs;
• Physical Science—class instant response systems;

In NSTA’s online professional learning communities, we welcome our 20 new users this past week, and forum posts involving rates of reaction are being discussed.
On our “core site” (www.nsta.org): our web news digest is active with stories on teachers getting training on oil spills, and cotton candy, and roller coasters.
On Facebook, NASA and classwish.org are posting links to various programs for science educators.
On LinkedIn, more direct posts from NSTA’s Career Center, and discussions about springtime ferns and next generation education.
And of course, on our Twitter stream, science educators are tweeting and re-tweeting about several freebies that NSTA offers, the upcoming national San Francisco conference, and more!
Renew Your Membership!
Now is the time to insure that you don’t miss a single journal issue or one minute of the time you use to network and build professional connections here in these online communities. Click the link above to renew your membership and insure that NSTA stays in your corner for your science education career!

This past year I didn’t communicate well enough with some of the classroom teachers I work with so some science activities that might have been used sat on the shelf instead. Putting my efforts into doing science with the classes of children has introduced their teachers to many activities but has not developed the teachers’ knowledge of science inquiry as fully as I had hoped. So next year I plan to…..(“calm” is relative—at least the summer pace of re-thinking my science work, planning family gatherings and summer school attendance is less hectic than the weekly gathering of materials for upcoming activities and parent meetings that occur during the school year.)
Now I have more time for reflection on where I want to make improvements to the science instruction at the preschool programs I’m involved with. One school has already sent out an email requesting ideas for strengthening the curriculum for the upcoming school year. I would like to do a training in science inquiry with the classroom teachers so they can experience the process themselves away from children. Taking a professional development course about science inquiry in early childhood myself at the University of Northern Iowa is one way I’m going to develop my skills. My summer reading list has a few teaching-related items on it, including the short piece How to…Ask the Right Questions by Patricia E. Blosser, a guide to evaluating your use of questions in the classroom and how the amount of time you wait for students to answer, and how long you wait to reply, affect the students’ learning. And I’m going to look for ways to collaborate close to home so I can learn all year long—your comments on the NSTA blogs and the discussions on the NSTA email lists always inform, and planning time with the other teachers in the school helps me reflect on what and how I teach. See the Summer 2010 issue of Science and Children for more ideas about how to make professional development work for you.
Peggy