Engagement in Science Practices in Early Childhood: Discussing Successes and Challenges
This session invites participants to discuss which science practices align with the abilities of young children and what supports young children need to engage in those practices.
Researchers agree that scientific concepts do not stand alone and are meaningless if they are introduced as isolated facts. Instead, they suggest that science concepts be taught by engaging in the process of science (French, 2004; Gelman & Brenneman; 2004; Yoon & Onchwari; 2006). This science-as-practice approach is especially appropriate in early childhood.