Early
Childhood Today: Kristal,
how do you make science an integral
part of the classroom experience?
Kristal Rice: I
have worked to create
a classroom that is "science
friendly." While
I have a table set
up specifically for
science, in other areas
in my room there are
thoughtfully placed
materials set out to
encourage children
to experiment. For
example, at the sand
table, there are different
sized clear plastic
tubes, funnels, measuring
cups, and spoons. There
is also a container
of water, with plastic
molds nearby. At the
water table, I've again
provided clear plastic
tubes, measuring cups
and spoons, as well
as large pieces of
Ivory soap, sponges,
and turkey basters.
I also encourage the
children to bring in
things they may have
discovered on a family
trip or on the way
to school or the park,
etc. We provide time
for closer observation
of these things from
home.
ECT: In
addition to sand
and water play,
how do you connect
science learning
to music, art,
and other curriculum
areas? Rice: I
keep materials
that promote exploration
readily available
in each of our
learning centers
For example, we
have jars of paint
and water for color
mixing in the art
area, along with
brushes of various
sizes and shapes
so that children
can experiment
with different
kinds of strokes.
We keep rubber
bands and straws
of assorted sizes
and shapes in the
math center. |
Our
writing area includes Cray-Pas,
chalk, and tracing paper for all
kinds of experimentation. During
music time, we use dried gourds
and sand filled containers to make
instruments and experiment with
sound. And, of course, science
books are displayed in our reading
area, to spark investigations.
ECT: Would
you say your science program is
more teacher directed or child
directed?
Rice: It’s
both! Children are
naturally curious
beings. They are
constantly assessing
and reassessing the
world around them,
asking questions,
and finding ways
to prove their theories.
They look to create
new experiences and
test their ideas.
They're excited about
learning new information
and making connections.
With this in mind,
I work to create
a science curriculum
that leaves room
for spontaneous investigation
and for learning
that is sparked by
their curiosity.
ECT: What
part do observation and documentation
play in your science curriculum?
Rice: Observing and documenting are essential components of my
science curriculum. As children continually revise their understanding
of the world around them and how things work, the process of
observation gives them the opportunity to raise questions and
to look differently or more deeply at things. We give children
the time and encouragement to observe so that they have the chance
to see things change within a few moments or over time.
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We
continually have children draw
and write or dictate to us what
they observe. This process gives
children an opportunity to record,
keep track of, and share what they
have found out.
ECT: Can
you recall any specific science
projects or activities that have
been particularly successful with
the children in your program?
Rice: There
are so many. Watching
things grow is always
surprising and exhilarating
for children. Children
have enjoyed sprouting
beans in a wet paper
towel, sprouting
root vegetables in
soil, and sprouting
avocado pits in water.
They also love it
when we put out different
foods so that they
can watch mold grow.Mixing
different materials together and
watching what happens is always
exciting in our program. We give
children opportunities to mix sand,
oil, and food coloring with water,
and to mix paint, sometimes limiting
the colors to only black and white.
Experimenting with objects that
sink or float in water or oil is
always a hit, as is raising butterflies
from caterpillars.
This
year, our class has the responsibility
of taking care of the community
garden across the street from our
school. We weeded, planted flower
bulbs, and prepared the vegetable
beds in the fall. Now that it's
spring, we're getting ready to
weed again and plant vegetable
seeds now that's exciting!
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