More than Magnets, Standards Edition: Science Activities for Preschool and Kindergarten

By Sally Moomaw and Brenda Hieronymus

Take the uncertainty out of teaching science to children with this comprehensive curriculum framework that aligns with early learning standards. Enjoy over 100 interactive activities guaranteed to encourage children to explore their world. Each activity includes background scientific information for teachers, a guide to implementation, and children's typical responses.

Sally Moomaw, EdD, is associate professor of early childhood education at the University of Cincinnati. She is the author of Teaching STEM in the Early Years.

Brenda Hieronymus is an early childhood education specialist and instructor at the Arlitt Child and Family Research and Education Center at the University of Cincinnati.

• Language: English
• Publisher: Redleaf Press
• Release date: Jul 24, 2017
• ISBN: 9781605545172

Book preview

Published by Redleaf Press

10 Yorkton Court

St. Paul, MN 55117

www.redleafpress.org

© 2017 by Sally Moomaw and Brenda Hieronymus

All rights reserved. Unless otherwise noted on a specific page, no portion of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or capturing on any information storage and retrieval system, without permission in writing from the publisher, except by a reviewer, who may quote brief passages in a critical article or review to be printed in a magazine or newspaper, or electronically transmitted on radio, television, or the Internet.

First edition 2017

Cover design by Jim Handrigan

Cover photograph by Andrew Higley/University of Cincinnati

Interior design by Jim Handrigan and Douglas Schmitz

Typeset in Mrs. Eaves and Geometric

Photos on pages 60, 130, and 223 by Amanda Lancman; photos on pages 27, 30, 111, 182, 268, 272, 330, 331, 333, 336, 339, 345, 348, 351, 352, 354, 355, 357, 360, 363, 366, 367, 369, and 372 by David C. Baxter/University of Cincinnati; all other photos by Sally Moomaw.

Library of Congress Cataloging-in-Publication Data

Names: Moomaw, Sally, 1948- author. | Hieronymus, Brenda, 1945- author.

Title: More than magnets: science activities for young children preschool and kindergarten / Sally Moomaw, Brenda Hieronymus.

Description: Standards edition | St. Paul, MN: Redleaf Press, [2017] | Includes bibliographical references.

Identifiers: LCCN 2017000653 (print) | LCCN 2017010596 (ebook) | ISBN 9781605545172 (ebook)

Subjects: LCSH: Science--Study and teaching (Preschool)--Activity programs. | Science--Study and teaching (Elementary)--Activity programs. | Interdisciplinary approach in education.

Classification: LCC LB1140.5.S35 M66 2017 (print) | LCC LB1140.5.S35 (ebook) | DDC 372.35/044--dc23

LC record available at https://lccn.loc.gov/2017000653

CONTENTS

Acknowledgments

Introduction

Chapter 1: Understanding and Applying Science Standards for Young Children

Teachers’ Questions

1.1Comparing Types of Soil

1.2Animal Hunt: Who Lives in Our Neighborhood?

1.3Are Plants Alive? Comparing Living and Nonliving Plants

1.4Round and Round, Up and Down: Gears

1.5Target Games: Exploring Movement and Trajectory

1.6Can Band

1.7Playdough Explorations

Chapter 2: Life Science—Animals

Teachers’ Questions

2.1Animal Visitors

2.2Animal Habitats: Above, Below, on Land, in Water

2.3Bugs Don’t Scare Me: Temporary and Virtual Bug Collections

2.4Outer Coverings of Animals: Fur, Feathers, and Scales

2.5Animal Paintbrushes: Fur, Feathers, Scales, and Wool

2.6Types of Feet: Animal Footprints

2.7Types of Animal Eyes

2.8Types of Animal Ears

2.9Types of Animal Noses

2.10Camouflage: Can You See Me Now?

2.11Nature’s Nursery

2.12Sea Treasures

2.13Eggs for Breakfast

2.14Shake, Shake, Shake: Making Butter

2.15Classroom Friends: Gerbils

2.16Classroom Friends: Goldfish

2.17Feed the Birds

Chapter 3: Life Science—Plants

Teachers’ Questions

3.1Tree Hunt: Deciduous and Evergreen Trees

3.2Exploring Leaves: Details of Form, Shape, and Texture

3.3Tree Parts: Wood, Bark, and Roots

3.4Conifer Potpourri: Varieties of Pinecones

3.5Sorting Nuts

3.6Fruit from Trees: Making Fruit Salad

3.7Making Juice: Squeezing Oranges, Lemons, and Limes

3.8Fruit from Shrubs: Making Berry Crisp

3.9Seeds and Seed Carriers: Food for Animals

3.10Nature’s Maracas: Plants That Rattle

3.11Corn-ucopia: From Dried Corn to Muffins

3.12Pumpkin Parade: Varieties of Pumpkins

3.13Seed Sort: Grouping Seeds by Various Attributes

3.14Sprouting Seeds: Growing Down, Growing Up

3.15Exploring Seedlings: Roots, Stems, Leaves, and Flowers

3.16Plant Habitats: Desert, Forest, and Aquatic

3.17Roots for Lunch: Potatoes, Carrots, Onions, and More

Chapter 4: Earth and Space Sciences

Teachers’ Questions

4.1Ancient Treasures

4.2Earth’s Treasures

4.3Treasure Hunt with Magnets

4.4Crazy Climbers: Building with Magnets

4.5Scrubbing Fossils and Rocks

4.6Explorations of Shadows

4.7What Makes a Shadow Inside

4.8Reflection of Light

4.9Too Warm or Too Cold?

4.10Soak It Up and Dry It Out

4.11Let’s Go Digging

4.12Clay from the Earth

4.13Classroom Weather Station Project

Chapter 5: Physical Science—Simple Machines

Teachers’ Questions

5.1Exploring Inclines: Classroom and Gross-Motor Ramps

5.2Ramp Races: Inclines with Variable Slopes

5.3Flip-Flop and Drop: Inclines That Change Direction

5.4Curved and Straight Incline Paths

5.5Open and Shut: Prying and Digging with Levers

5.6Heavy or Light, Check the Height: Levers and Balances

5.7Tongs and Scissors: More Levers

5.8Pulling Down, Moving Up: Vertical Pulleys

5.9Pulling Left, Moving Right: Horizontal Pulleys

5.10Elevators in the Block Area: Vertical Pulleys

5.11Trike Tracks: Wheel and Axle

5.12Wheels, Wheels, Wheels: Sand Wheels, Water Gears, and Eggbeaters

5.13Woodworking with Hammers: Levers and Wedges

5.14Woodworking with Saws: Wedges

5.15Woodworking with Hand Drills: Screw, Wheel and Axle

5.16Soup for Lunch: Using a Wedge

5.17Peel and Chop: Making Homemade Applesauce

Chapter 6: Physical Sciences—Force, Motion, and Change

Teachers’ Questions

6.1Wrecking Ball: Introducing Pendulums

6.2High, Low, Over They Go: Adjustable Pendulum

6.3All Fall Down: Pendulum Bobs with Various Weights

6.4Pendulum Tracks

6.5Funnel Fun: Movement of Wet and Dry Materials

6.6Plumbing Connections: Movement of Water

6.7Jars, Bottles, and Holes: Water Pressure

6.8Basters and Balls: Moving Water and Air

6.9Net Fishing: Buoyancy

6.10Sink the Boat: Buoyancy

6.11Colander Mixtures: Using Filters

6.12Straw Blowing: Force of Moving Air

6.13Spin, Spin, Spin: Movement of Tops

6.14Spin Art: Exploring Rotation

6.15Color Mixing with Pigments

6.16Color Mixing with Paper and Fabric

6.17Color Mixing with White: Creating Pastels

6.18Melting Crayons and Ice: Effects of Heat

6.19Ice Cream in a Can: Effects of Freezing

6.20Prisms and Kaleidoscopes: Refraction and Reflection

6.21Bubbles Galore

Chapter 7: Science in Art and Music

Teachers’ Questions

7.1Paintbrush Potpourri

7.2Downhill Painting

7.3Marble Marvels

7.4Wheel Tracks

7.5Chalk and Salt Collage

7.6Drawing with Chalk

7.7Making Prints

7.8Metallic Medley: High and Low Sounds

7.9Water Glasses and Bottle Scales

7.10Alumiphone

7.11Clay Saucers

7.12Surprise Box

7.13Maraca Fillers and Containers

7.14Rattle Quintet

7.15Sand Blocks

7.16Creating Music with Inclines

Appendixes

Appendix A: Assessment Forms

Appendix B: Children’s Books

References

Acknowledgments

THE AUTHORS WOULD LIKE TO THANK Charles J. Moomaw, PhD, for his assistance throughout the preparation of this book, and Peter Moomaw, PhD in physics, for consulting on the science content of many of the activities. We are indebted to the many children, families, and colleagues who have stimulated our interest in scientific inquiry in young children. Special thanks go to the children who participated in the photo sessions.

Introduction

INTEREST IN SCIENCE IN THE EARLY YEARS has increased dramatically since the publication of the first More Than Magnets book in 1997. STEM (science, technology, engineering, mathematics) initiatives, combined with increased understanding of the importance of science in the early years, have led many programs to acknowledge the need for a more focused and extensive science curriculum in preschool and kindergarten.

The emergence of national and state science standards has underscored the importance of scientific inquiry as the basis for learning about science. More Than Magnets was a leader in this regard due to its focus on children as young scientists who could and should employ elements of the scientific process through carefully designed activities. Those elements of the scientific process are now referred to as scientific inquiry, and they remain the focus of More Than Magnets, Standards Edition. Each activity includes a list of ways in which children are likely to engage in scientific inquiry, particularly with teacher support.

In the movement toward standards-based education, science educators have specified three content areas: life sciences, earth and space sciences, and physical sciences. Although the original More Than Magnets included activities in all three areas, it was heavily oriented toward physical science because the cause-and-effect relationships readily apparent in physical-knowledge activities strongly encourage scientific inquiry. To better address all content areas in science, More Than Magnets, Standards Edition, has three new chapters that focus on life science and geology: Life Science—Animals, Life Science—Plants, and Earth and Space Sciences. In addition, many new physical science activities are also included. In total, approximately 75 percent of the book is new.

Research supports what early childhood educators have long known: Young children learn best through hands-on, active learning. Therefore, although this book references many excellent children’s books to support science knowledge, all activities include active learning as the basis for scientific inquiry. To help teachers quickly obtain background information about the topics included in each activity, a greatly expanded section on science content has been added to each activity.

Unfortunately, science educators have continued to omit preschool children from national science standards. The new Next Generation Science Standards, which have been adopted by many states, begin with kindergarten. Although the National Head Start Association has published science standards for preschoolers, they focus mainly on scientific inquiry with very limited information regarding science content areas. Many states have attempted to address these gaps by developing their own science standards for preschool. To help teachers address the varied road map for content standards in preschool and kindergarten, each activity in this book is aligned to Next Generation Science Standards, Kindergarten; Head Start Early Learning Outcomes Framework; and a related standard from one of the many states that have developed science standards for preschool.

The activities in this book are designed for preschool and kindergarten children. Some of the materials contain small parts. If teachers of younger children wish to adapt any of these activities, they should be certain to use objects that young children cannot swallow. Many natural science materials that children frequently encounter should not be ingested. As always, teachers should carefully monitor children who still put things into their mouths.

Young children are natural explorers and scientists; however, to reach their learning potential, they need a curriculum that sparks their interest, introduces them to new topics, broadens their experiences, and encourages them to continue learning. It is our hope that teachers, parents, and children all enjoy exploring the many areas of science through the activities included in this book.

Chapter 1

Understanding and Applying Science Standards for Young Children

Take a walk through an early childhood classroom with learning centers arranged throughout the space. What might you see?

•In the science center, children use tweezers to pluck seeds from a sunflower.

•In the block area, several children work together to create a catapult using the unit blocks and sponge blocks provided by the teacher.

•In the art area, two children sprinkle glitter onto their blank paper and are surprised when it doesn’t stick. A third child suggests they try using tape, but that doesn’t work either. Eventually they discover that glue will hold the glitter to the page.

•The manipulative area contains a marble track. Two children build a structure and try to figure out why the marbles never hit one of the ramps on their structure.

•At the sensory table, children add pebbles to a toy boat and watch as it gradually sinks beneath the water.

Take a walk through a kindergarten classroom with learning centers for children to use independently while the teacher works with small reading groups. What might you see?

•A group of four children watch the fish tank and write observations in their individual fish journals.

•Several children are engaged with a collection of cardboard boxes, cove molding, PVC pipes, and a variety of round objects to create a highway that extends from one side of the room to the other.

•In a center equipped with watercolor paints, brushes, paint pallets, and watercolor paper, a group of children discuss how they plan to mix the colors they will need to make individual posters advertising the plant sale they are holding in two weeks.

•One child is assigned to the weather station for the day. She returns to adjust the data for the day because it has begun to rain and the wind sock indicates a change in the direction of the wind. She sets a timer for three minutes, and at the end of that time she draws a picture of what the wind sock looks like.

•Several children are looking at nonfiction books about tadpoles. They had recently collected water from a nearby pond to support tadpole growth.

All of these children are engaged in scientific inquiry. They are constructing important knowledge about the physical properties of materials. In a science-rich environment, science permeates all areas of the classroom and extends to the outdoor environment. Science is not relegated to an occasional experiment, activity, or field trip. Instead, children are encouraged to explore new materials as a scientist would—forming hypotheses, trying things out, and observing the results. Science is exciting. Science promotes curiosity and scientific inquiry. It intersects with activities all day and is one part of STEM education.

Claire, age four and a half years, sat at the science table spinning the tops displayed on a tray. She was delighted when one of them made spiral marks on the paper. Xander and Frankie ran over and stood next to the table. Xander reached out to stop the top, and Frankie signed, Again! The two boys did not have the fine-motor dexterity to make the tops spin. They stayed nearby for ten minutes and watched Claire continue to spin the tops. She made each top spin as they made a gesture or used a single word to ask for more.

Lang, age five and a half years, carefully observed the two new fish in the aquarium. He set the stopwatch for five minutes (because he was five). At the end of five minutes, he made several notations in his fish journal. He drew an illustration of the fish and recorded how many times they came to the top of the water. He did this every day for a week before reporting his observations, first to a small group and then to the entire class. The teacher documented his observations on the whiteboard.

For years teachers have encouraged children to bring interesting natural materials to the classroom to display at the science center. They have intentionally planned science experiences for children to encourage them to learn what plants and animals need to grow or displayed books and puzzles about the life cycles of butterflies and frogs.

Unfortunately, many of us grew up hearing, seeing, and reading fake science information, which can lead to misunderstanding of scientific concepts. Some examples are cartoons that personify plants and animals; science toys, such as dinosaurs that grow in a glass of water, which have little value beyond entertainment; and some books for young children that focus on entertainment rather than realistic explanations about science phenomena. Such exposure to misinformation works counter to real understanding of science concepts.

Some examples of fake science information that persist even among adults include myths such as thunder is made by clouds crashing into one another, any rock that scratches glass must be a diamond, and magnets attract any item made of metal. Such examples are found in all cultures. These traditional explanations are received by young children as fact. In some cases, teachers have continued to give incorrect information, such as telling children that heavy things sink and light things float, or including experiences that seem magical to young children, such as the familiar egg in a bottle experiment, in which the air pressure inside the bottle is lowered by heating the bottle and then allowing it to cool, which allows the air pressure outside of the bottle to push the egg into the bottle.

More recently, established state and national standards have guided lesson planning. The focus is on scientific inquiry rather than memorization of facts or observation of experiments done by the teacher. Teachers must consider how to implement the science curriculum in the most appropriate manner for the age group.

Teachers’ Questions

What are national science standards?

National science standards are lists of teaching and learning criteria developed by professional organizations and consortiums in the United States with the goal of improving science literacy in students in grades K–12.

National Science Education Standards for grades K–12 were first developed in 1995 by the National Research Council of the National Academies of Science and were published the following year (National Research Council 1996). These standards set goals for the content areas of physical science, life science, and earth and space sciences, in addition to science as inquiry. This document had a strong influence on the teaching of science; many states used it as the basis for their state standards, and some states included preschool. For this reason, teachers have become accustomed to thinking of science in terms of the disciplines of physical, life, and earth and space sciences.

The Next Generation Science Standards (NGSS Lead States 2013), authored by a consortium of twenty-six states facilitated by Achieve, Inc., have now supplanted the earlier national standards. The new standards are the culmination of a three-year multistep process, jointly undertaken by the National Research Council (NRC), the National Science Teachers Association (NSTA), and the American Association for the Advancement of Science (AAAS). NGSS content focuses heavily on scientific inquiry across three dimensions: (1) Practices, as employed by scientists in their investigations; (2) Crosscutting Concepts, which apply across scientific domains; and (3) Disciplinary Core Ideas, which are designed to teach students core knowledge that they can later use to acquire additional information. As with the previous national science standards, NGSS begins with kindergarten.

Are there national science standards for preschool?

The Head Start Early Learning Outcomes Framework (Office of Head Start, 2015), has science standards listed under the category Scientific Reasoning.

This category is divided into Scientific Inquiry, which focuses almost entirely on observation and language, and Problem Solving, which includes a few indicators that relate to scientific inquiry. The Head Start Performance Standards are very general. They do not specify the content of the scientific domains of physical, life, and earth and space sciences. This is concerning because without guidance, preschool educators may neglect some of these areas. Many states have adopted their own preschool science standards, and these are often more robust than the Head Start standards.

How do state preschool standards compare to Next Generation Science Standards?

State standards tend to acknowledge the NGSS framework and its focus on scientific inquiry, but many also specify content standards in physical, life, and earth and space sciences.

Colorado is a good example. They have content standards in physical science, life science, and earth systems, as well as emphasis on scientific inquiry in an Evidence Outcomes section. State standards differ, so teachers should check their own state for preschool standards. To show the range of possibilities, each activity in this book includes a preschool science standard from one of the states that offers them.

What is scientific inquiry?

Scientific inquiry is an approach to science education that recognizes that the best way for students to learn about science is to engage in the same practices that scientists use.

Learning occurs through active engagement with materials and tools rather than secondhand, such as from books or videos. The following components are commonly included in scientific inquiry:

Hypothesize

A hypothesis is a proposed explanation for a phenomenon that can then be tested through experimentation. For scientists, hypotheses are based on theory and previous research. When children hypothesize, they rely on their previous experiences to predict what will happen in an upcoming investigation.

Experiment

In science, to experiment means to conduct a test under controlled conditions to determine whether or not a hypothesis is correct. For children, experimenting usually means to perform some kind of action on an object so that they can observe the results. Teachers can help children focus on a particular concept through the materials they provide and the design of an activity.

Observe

Scientific observation refers to use of the senses or specific tools to obtain information. Scientists often conduct careful observations during experiments and record the data. Children observe the results of their actions to form cause-and-effect relationships. They observe objects in the environment to learn their characteristics.

Compare/contrast

When observing the results of an experiment or collecting data on the natural world, both scientists and children look for similarities and differences by comparing and contrasting characteristics of an object or an event.

Measure

To measure means to determine the size, amount, or degree of something. In science, measurement often entails comparing the magnitude or quantity of an item to a precisely defined standard unit. Children measure in several ways: (1) by comparing items to one another, such as the distance traveled by rolling cars or the size of two seashells; (2) by using a nonstandard unit, such as interlocking cubes, to measure length; or (3) by using a standard unit, such as a tape measure.

Communicate

Reporting the outcome of a scientific investigation is important for the advancement of scientific knowledge. Scientists communicate with one another and with the public by discussing their findings verbally at conferences and lectures, responding to interviews through the media, or recording and publishing their results. Children communicate their findings by talking with adults and other children or recording their data through writing, dictation, symbols (tallies or marks), pictures, gestures, and demonstrations.

Infer

To infer means to come to a conclusion based on evidence or reasoning. Children often rely on repetition of some type of action or experimentation before they form a conclusion. If they notice that the result is the same each time they perform a given action, then they conclude that this will continue to be the case. Children may also form an inference if they observe a recurring event. For example, if they notice repeatedly that birds fly, they may incorrectly infer that all birds fly.

Use technology/tools

The use of technology and tools is part of conducting a scientific investigation. Because of the importance of understanding how to use scientific tools appropriately, this is often listed as a component of scientific inquiry for science education purposes.

What are some characteristics of children accustomed to an inquiry-based classroom?

Children in inquiry-based classrooms, especially those rich in potential for scientific learning, do not wait for teachers to tell them how to find information or solve problems. Instead, they react as scientists might, envisioning possibilities, experimenting with how objects react, and observing the results.

Children are natural scientists. They poke and prod whatever they discover. This is how children obtain the raw data necessary to form relationships and to learn. Children in inquiry-based classrooms retain this experimental fervor. They do not hang back and wait for the teacher to tell them the one correct way to use a tool or recite a list of attributes to memorize about a material. Rather, they expect to discover things for themselves as they explore. Children are the problem solvers. Children are the scientists.

What constitutes an inquiry-based classroom?

A scientific inquiry-based classroom conveys an atmosphere that encourages children to explore the scientific properties of material in many areas of the classroom.

Scientific learning is more complete and has greater depth when teachers capitalize on the connections between science and other areas of the curriculum, including the arts. Unique opportunities for the construction of scientific knowledge emerge in various areas of the preschool classroom, the learning centers of a kindergarten classroom, and projects designed by children.

Art Area: Children have many opportunities to observe changes in art materials, such as how the adhesion capabilities of glue emerge as it dries. Art experiences also allow children to explore new aspects related to the movement of objects, such as blowing air through a straw to move paint across a paper.

Music Area: The music area provides unique opportunities for children to explore the science of sound. They learn that size affects an instrument’s pitch (how high or low it sounds) when they compare two sizes of the same instrument, such as large and small triangles. Children also explore the relationship between the material used to make an instrument and its tone quality.

Science Center: A special science area created as a permanent part of the classroom, the science center allows children repeated opportunities to engage in scientific inquiry as they examine displays and experiment with simple machines. For instance, they may compare the attributes of different seeds and draw or write about their observations. They can also alter certain aspects of their experimentation and watch for changes in the outcome. For example, children might raise the height of a ramp and observe how this affects the speed of cars rolling down it. Children can return again and again to repeat the process and see if the results are the same.

Opportunities for children to better understand science and its relationship to their world arise repeatedly in classrooms with emphasis on and encouragement of scientific inquiry. Current content standards focus attention on scientific inquiry in the areas of earth and space sciences, physical science, life science, and in some ways, engineering.

Why is scientific inquiry important in the early years?

According to the National Science Teachers Association Position Statement, At an early age, all children have the capacity and propensity to observe, explore, and discover the world around them (National Research Council 2012).

Young children have the capacity to learn science core ideas, yet many adults fail to recognize those strengths or provide the rich experiences that fuel scientific inquiry. Scientific inquiry at an early age leads to success in science during elementary school. Adults have, in the past, presented science as a set of experiments done in front of children on a one-time basis or as a set of facts to be recalled at a later time. The most effective use of scientific investigation engages children with repeated opportunities for extended periods of time. The goal is to foster an environment where children begin to think like scientists rather than simply memorize abstract information. Young children have the interest and ability to be highly focused during explorations in science.

What is universal design for learning, and how does it apply to science?

The concept of universal design originated in architecture to designate designs that accommodated the broadest spectrum of possible users. The term has become widely adopted in education to refer to inclusive learning environments that support all learners, including those with specific disabilities, as full participants (Salend 2008).

Universal design for learning (often referred to as UDL) adheres to three important principles:

1.Instruction should provide multiple ways for students to acquire knowledge.

2.Students should have many different means to demonstrate what they know.

3.Educators should employ many different methods to engage learners.

Science activities that focus on hands-on interactions with materials and scientific inquiry are by their very nature self-leveling. This means that children respond to the materials based on their current level of understanding. While one child may simply swing a pendulum to see if she can knock over some blocks, another child may experiment by lengthening or shortening the pendulum’s cord to discover how far it can reach. A child who has difficulty seeing the pendulum can feel its movement, while a child who has difficulty hearing can see it. Experimenting with the pendulum and observing the results does not require language, so children who have speech delays or who are second-language learners are not at a disadvantage. The activity meets the needs of all of these learners.

Many science activities inspire children to work together to solve a problem. This allows children to help one another as they experiment with different tactics and observe the results. Children who are older or more advanced often serve as models for younger children. In turn, when children try to explain their actions to others, they must think more carefully about exactly what they did to achieve the desired result. These interchanges increase the knowledge and understanding of both the older and younger children. The children explaining their point of view solidify their understanding of a phenomenon by putting it into words; children listening to the explanation may experience some disequilibrium and are thus motivated to further explore and think.

Integrating science throughout the classroom provides further support for UDL principles. Children can engage in scientific learning and communicate what they understand through the areas that they enjoy and where they feel comfortable, whether it is art, music, building, or play activities.

What is the developmental stage of preschool and kindergarten children?

Preschool and kindergarten children are in a stage of cognitive development that psychologist Jean Piaget called preoperational (Wadsworth 2003).

Although preoperational children experience extensive language growth that helps them solve cognitive problems, their perceptions still sway their logical thinking. This can lead children to magical thinking in science. Young children may initially think that it is magic that holds seeds onto their collage. Repeated experiences lead them to the understanding that adhesion is a physical property of glue.

Young children are egocentric. They tend to view scientific phenomena personally. One child thinks it’s his birthday because he notices it is snowing outside. Another child believes that her plant grew because of her magic spell. It may take several experiences before she can relate the seed’s growth to the changes occurring within the seed when soil, water, and sunlight are part of the process. Preoperational children may believe that the moon is following them, and that their thoughts can make things happen.

How do teachers address the needs of children at the preoperational level?

Current science education practice focuses on the child’s natural curiosity and engagement with others through