This book explores the science inherent in good early years practice and provides a rich range of ideas to inspire you to `have a go' in your setting. It provides a balance between theory which underpins good practice and plenty of ideas of how you might put the theory into practice. With a focus on how children learn about the world they live in and activities intended to develop scientific understanding the book offers an holistic approach, with key topics including:
How children construct scientific meaning
Tuning into children's initial scientific understanding
How play supports the development of children's science ideas
Providing a rich environment for learning early years science
Developing children's scientific experiences This handy guide is ideal to support you if you are studying on an early years course, or if you are an established early years professional who wishes to enrich early scientific learning in your setting. Lois Kelly and Di Stead are Education Consultants specializing in primary science.
This clearly written and engaging book examines Science in the Early Years through a variety of activities, including role-play, toys and technology. The vital importance of sensory experiences and language is emphasized throughout.
The wide experience and knowledge of the authors guarantees a highly enjoyable read. The links to all curricula in the UK are extremely beneficial and I particularly liked the way that photographs and Key Points text boxes have been used throughout the book. The breadth and depth of writing about science makes this a highly desirable book for any practitioner working or studying in the Early Years.
Kathy Brodie, Independent Early Years Consultant
As an Early Years consultant who is passionate about children's thinking, exploring, questioning, investigating and most of all engaging...I really enjoyed this book. I especially liked it because it provokes practitioners to think about 'science' as the discovery and exploration of the world around us and not just as a National Curriculum subject. The mix of authors, their writing styles and the content of each chapter makes it a really easy and engaging read. Definitely one to add to your reading list if you work with children in the Early Years.
Alistair Bryce-Clegg, Early Years Consultant
As the title suggests, this book from the first page onwards inspires the reader to learn more about how to develop, enhance and incorporate effective practice in science in the early years. In addition to developing an understanding of how to approach the teaching of science, it gives a clearly articulated and accessible theoretical insight into how young children learn. To compliment this there are points of reflection, case studies, practical tasks and examples from the field. This is a valuable book for both students and practitioners alike as it goes beyond just giving suggestions for what to do; it explains the why and the how as well.
Joanne McNulty, Manchester Metropolitan University
This is a warm, accessible book, strongly grounded in research. It interweaves real life examples of science in the early years with underlying pedagogic principles and inspires new possibilities. The enthusiasm of the authors is contagious!
Kendra McMahon, Bath Spa University
Lois Kelly is a teacher educator and education consultant and has international experience. She worked in teacher education for over ten years, where she was curriculum coordinator for Primary Science on BA(QTS) and PGCE courses and developed science modules for students on Early Years courses. She has worked at Liverpool Hope University, Manchester Metropolitan University and University of Chester.Before that she taught across the primary age range. She is a member of the Primary Committee of the Association for Science Education and has presented workshops at ASE. She is a hub leader for the Primary Science Quality Mark. Di Stead is an educational consultant, working with primary teachers and their schools. She has provided science in-service training from the north of England to India. She worked for 2 decades in higher education, at Liverpool Hope University for over 17 years and before that at Bishop Grosseteste College in Lincoln and latterly at University of Chester. She learned the importance of including science in an early years curriculum through providing support for students on placement in Early Years settings and teaching on both the undergraduate and postgraduate ITT courses. She learned her craft, teaching in a primary school in the east end of Sheffield for 14 years.
Chapter 1: Is Science important in the Early Years? by Lois Kelly Chapter 2: Developing Budding Scientists by Kathleen Orlandi Chapter 3: The role of talk and developing scientific language in the Early Years by Babs Anderson Chapter 4: Starting Points to Inspire Science in the Early Years by Linda Atherton Chapter 5: How can Continuous Provision inspire Early Years Science? by Faith Fletcher and Di Stead Chapter 6: Inspiring Early Years Science through Role Play by Jessica Baines Holmes Chapter 7: Exploring toys and other resources to inspire science in the early years by Kathy Schofield and Lois Kelly Chapter 8: Using Technology to Inspire Science in Early Years by Eleanor Hoskins Chapter 9: Planning Early Years Science Experiences by Di Stead