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Science centers—effective and engaging
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While handling and examining objects from nature, such as sea shells, pinecones, rocks, and plant leaves, children may encounter patterns and experience properties of different materials. Without additional experiences…
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Digital Technology in the Early Childhood Classroom: When is a child ready?
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Guest blogger Carrie Lynne Draper shares resources and discusses the use of digital technology in early childhood programs. Carrie Lynne Draper, M.Ed, is the Executive Director of Readiness Learning Associates, a STEM…
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Media literacy in early childhood
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Media literacy “Dinosaurs aren’t alive anymore” is a statement that may be spoken by young children as both a statement and a question. Do they really know that dinosaurs are no longer alive? Do they use evidence to…
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The power of phenomenon based learning
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Guest blogger Anne Lowry teaches preschool in Reno, Nevada. She has been teaching for over twenty years, drawing on her undergraduate background in archeology and geology, and her masters in early childhood education,…
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Shadows can be explored outdoors all year long. Your children may have declared, “It’s summer!” if they have noticed the rising air temperatures as measured with a thermometer or as sensed in a relative way (freezing-…
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Learning through online presentations: STEM in 11 parts
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How does online learning through watching a webinar work for you? I am most engaged when I am able to participate in a live session where presenters might respond directly to my typed questions. But that means I have to…
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“Mathematics is a tool that is key to understanding science.” NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press. How many? How soon? How big?…
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Is a seed alive? Is a seed magic? Where does a seed come from?
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Understanding the complex lives and lifecycles of plants is a lifetime’s worth of work that can begin in early childhood as children feel the texture of seeds dotting a strawberry, watch a maple seed twirling down, or…
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Tinkering: How open-ended should it be in early childhood?
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The easy answer to this question is “it depends.” It depends on the reason for providing the experience and the particular materials for young children to use. Of course children often set up their own tinkering…
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April brings "real science," Citizen Science Day, and Earth Day
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Citizen Science Day is April 14, and these projects are a wonderful way for young children to continue their science learning by being part of a larger science effort doing “real science.” (For the record, I…
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See photos and get resources from NSTA 2018 Atlanta
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I feel recharged and activated after attending a conference and taking a few weeks to reflect and prepare to put the new understandings into practice. Whether or not you attended the 2018 NSTA national conference you…
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Is "instant snow" a good model for actual snow?
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Children often use ordinary objects to represent other objects—a block might become a phone, or a rock might become a cookie, during their play. This imaginative play means they understand that the “phone” and the “…
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Online community on learning science through play
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Play may mean many things, but in early childhood education it can include learning science concepts. Looking for resources on “Learning Science Concepts Through Play“? Check the The NSTA Learning Center Early Childhood…
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Guest blogger Cindy Hoisington is an early childhood science educator at Education Development Center Inc. in Waltham, Massachusetts. She brings to her work more than 20 years of experience teaching young children,…
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Using Science and Children: Appreciating editors’ notes
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A colleague mentioned that he has a few recent issues of Science and Children to catch up on. Reading an issue of the journal doesn’t have to be front to back. Like preschoolers making a play plan, educators can make a…
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