Encouraging science through research-based teaching practices may be one way to increase teacher facilitation of early science education and promote language and literacy learning.
Authored by
Authored by:
Jill M. Pentimonti, Hope K. Gerde, Arianna E. Pikus
In our research we had the opportunity to investigate the The PBS KIDS Play & Learn Science app with the help of 32 families each of whom had at least one 3-, 4-, or 5-year-old child at home. We asked parents to use the resources in the app with their chi
In our research we had the opportunity to investigate the The PBS KIDS Play & Learn Science app with the help of 32 families each of whom had at least one 3-, 4-, or 5-year-old child at home. We asked parents to use the resources in the app with their chi
You don’t have to have a background in science to support children’s ability to think deeply about problems, develop and test hypotheses, and share their discoveries.
Forest schools are based on the belief that children benefit from being in nature, where they play and engage in open-ended, child-centered social and physical activity.
What if there were a sturdier option than butterflies for learning about metamorphosis—one that children could hold? Good news! This is possible when you study mealworms.
I think about being a parent and a teacher and observing children. Even experts can forget that there is a time to model and guide, and also a time to give space for the kind of learning that happens with uninterrupted play and exploration.
If the environment is the third teacher, there is no better classroom environment than the outdoors. I use our experiences and my notes and pictures as inspiration for our curriculum.
ECSIF felt like children in a candy store—or naturalists in the woods! We had so many opportunities to learn at NSTA. Here are some of the most powerful ideas!
