Science at the Center of the Integrated Curriculum: Ten Benefits Noted by Head Start Teachers
Developed by NAEYC. Learn what head start teachers consider the top ten benefits a using science as an integrating concept and share the list with few teachers.
Ingrid Chalufour, Cindy Hoisington, Robin Moriarty, Jeff Winokur, and Karen Worth. Blocks are a common feature of the early childhood classroom. Rethinking how you structure your block center can enhance students problem-solving capabilities.
Sarah Sparks. Summarizing research that looks into how young children (ages 3-5) learn, the author reports that providing children with multiple experiences and urging children to generate explanations during those experiences leads to great understanding of relationships and patterns.
Cindy Hoisington. This article describes four distinct areas of science teaching practice, including preparing the classroom environment for inquiry and establishing routines that help children make meaning, facilitating children's open exploration, and promoting children's reflection through representation and conversation. Example scenarios of teacher practice are used as well as examples of challenges that teachers face in each of these areas.
Llillian Katz. This paper addresses the challenges facing early childhood educators regarding science, technology, engineering, and mathematics (STEM) education and the importance of a "project approach" to addressing basic STEM goals.
Karen Worth. This paper describes what the nature of science teaching and learning in the early childhood classroom should be and provides a structure for learning through inquiry and criteria for the selection of appropriate content for young children. It concludes with a discussion of implications for the classroom, focusing on child-centered curriculum, the role of materials, the use of time and space, the key role of discussion and representation, and the teacher's role.