Healthy Child Care Environments
Wondering About Science?
"We always seem to be struggling with science", is a comment that is made frequently during my consultations with child care staff. After visiting a program to conduct an observation using ECERS-R, I often follow-up with a feedback and brainstorming session with the teachers. More often than not, a request for new ideas for science programming is raised. We begin by quickly flipping to Item 25., page 33 in ECERS-R. A review of the item descriptor provides a framework for programming and ideas galore.
The notes for clarification describe four categories of nature / science materials, one of which is books, games and materials. It's been my observation that herein lies the pitfall for many teachers. Although you may have conscientiously gathered prisms, magnets, magnifiers, books about reptiles and the like, the science programming in your room may still seem stagnant and uninteresting. While these kinds of materials will help you explore science and nature with the children, when they are presented simply as playthings on the science activity shelf, they fall short of generating a sense of awe and wonder. Science activities simply take up space unless they are brought to life through teachers and children as co-investigators in the indoor and outdoor learning spaces.
Before we move on to more interesting program ideas, a word about books. Did you ever notice how children love books with real photographs? Build your science library with that in mind and look for books with photo images. Guides to plant and tree species, birds, wildlife, astronomy, insects and reptiles are all good choices and they provide accurate information to the co-explorers.
A second category described in Item 25., Science, is collections of natural objects. Now before rummaging through your storage cupboards for the token bird's nest, dry honeycomb and conch shell, have a look at descriptor 3.3 which says "Children encouraged to bring in natural things to share with others and add to collections." What the authors clearly have in mind is facilitating the collection of natural objects by the children, not simply arranging fossilized relics on a table top. Begin by designing a suitable space to display the current collection. You might create a three-dimensional display case from a sectioned cardboard grid such as is found in an empty liquor store box. A sock organizer that can be mounted on the wall could provide a dozen little cubbies for natural treasures. Plastic cases designed for the storage of Christmas tree ornaments are also an option. Your collections might be theme or seasonally-based. For example, in the fall, the children and their families might collect acorns, nuts and dried seed pods. As an extension, you might facilitate a bit of research on food sources for squirrels and chipmunks.
Another category of materials is living things to care for and observe, such as house plants, gardens and pets. There are plenty of options to choose from, even if you don't have a green thumb and "critters" are not your cup of tea. Consider a bird feeder out on the playground and visit a nearby garden centre to find out which house plants are safe, interesting and relatively easy to care for. Watering plants is a quiet, pleasant, small-group activity for non-nappers and early risers. Your host school or church may be interested in partnering to provide and care for flower beds and planter boxes.
Nature / science activities such as cooking and simple experiments is the final category, and the one which causes the most fear and dread for the unscientific among us (self included). Before resigning yourself to settling for a score of four in ECERS-R item number 25, read descriptor 5.4 carefully and thoughtfully. How hard can this be? Everyday events such as the weather, the bugs on the window sill and the birds at the bird feeder can inspire countless ideas for activities. Here are a few easy tips and food for thought.
- Be prepared! - Do you have a wind sock or pinwheel to attach to the fence on a windy day? Do you have a clear container and measuring stick to collect and measure rain or snow? Is your bird guide at hand to look up and name that frequent visitor to the outdoor feeder? Does Mother Nature supply the resources for your weather circle or did you order the posters from a catalogue?
- Allow for repetition and time to explore interests in depth! - Abandon the idea of having a new science topic to match your weekly or bi-weekly theme. No one ever said that every activity area had to match one single theme or topic of interest. Allow time to explore, research and revisit science and nature topics over time. Some scientists spend a lifetime researching one single species or phenomenon. Just imagine where we'd be if Galileo's teacher had said "We're finished talking about stars and now we're talking about dinosaurs".
- At least once a week, begin a circle or small group with these two little words, "I wonder.....?"
Lois Saunders, ECE,C
Healthy Child Care Environment Coordinator, ASCY
If you have any questions or comments regarding Supervisors' Network, please e-mail to:lsaunders@ascy.ca