Early years science in action

ABSTRACT

This paper examines where science fits within the early years foundation stage developmental framework and aims to create an understanding of common science practice within the early years, with particular focus on practice at Balham Nursery School and Children’s Centre. Within the paper both theory and a range of practical examples are considered, with an examination of child initiated science activities that are extended further through adult interaction and exploration of the roles of both the environment and adults in supporting scientific enquiry. The Characteristics of Effective Learning are considered with regard to the skills children need to develop in order to both formulate and answer their own questions taking a scientific approach. Final reflections discuss what an early years learning community may potentially wish to focus on to further develop scientific concepts within a play-based setting.

KEYWORDS:

• Early years
• science

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Nicola Turner initially studied Psychology to degree level before training to become a teacher and completed her MA in Professional Studies in Education in 2013, focussing on the Characteristics of Effective Learning for her dissertation. She is a Specialist Leader in Education, specialising in the early years.

Emma Williams has a Bachelor of Education specializing in Early Childhood Education and originally trained in Western Australia before coming to the UK, where she has over 16 years experience with under 5s. She graduated with academic excellence and is part of Curtin University’s Golden Key National honour society and a core member of the Wandle Early Years Hub.

Correction Statement

This article has been republished with minor changes. These changes do not impact the academic content of the article.