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This edited book provides an overview of unstructured and
structured play scenarios crucial to developing young children’s
awareness, interest, and ability to learn Science, Technology,
Engineering and Mathematics (STEM) in informal and formal education
environments. The key elements for developing future STEM capital,
enabling children to use their intuitive critical thinking and
problem-solving abilities, and promoting active citizenship and a
scientifically literate workforce, begins in the early years as
children learn through play, employing trial and error, and often
investigating on their own. Forty-seven STEM experts come together
from 16 countries (Argentina, Australia, Belgium, Canada, England,
Finland, Germany, Israel, Jamaica, Japan, Malta, Mauritius, Mexico,
Russia, Sweden, and the USA) and describe educational policies and
experiences related to young learners 3–4 years of age, as well
as students attending formal-nursery school, early primary school,
and the early years classes post 5 years of age. The book is
intended for parents seeking to provide STEM activities for their
children at home and in playgroups, citizen scientists seeking
guidance to provide children with quality educational activities,
daycare practitioners providing educational structures for young
children from birth to formal education, primary school teachers
and preservice teachers seeking to teach preschool, kindergarten or
children typically aged 5–8 years old in grades 1–3, as well as
researchers and policy makers working in science didactics with
small children.
Young children are intuitive, emergent scientists - they observe,
raise hypotheses, experiment and notice patterns. Most of our
everyday actions at home and in other settings, inside and outside,
have a scientific basis and it is through these early experiences
that children formulate their ideas about the world in which we
live. This accessible book introduces the simplest form of the
principles and the big ideas of science and provides a starting
point for encouraging children to have an interest and experiential
understanding of basic science and engineering. It shows you how
you can support young children in exploring everyday phenomena and
develop their scientific language skills through readily available
resources and hands-on experiences. Each chapter focuses on a
different aspect of science and includes: a summary of the 'big
ideas' to refresh your own scientific knowledge; numerous
activities that encourage young children to observe, question and
carry out their own investigations; a usefil list of everyday
resources and relevant vocabulary. Providing a wealth of exciting,
meaningful ways to promote scientific experiences and learning,
this highly practical book will help you to build on children's
natural curiosity about the world and develop their understanding
through your everyday provision in early years settings and at
home.
This book focuses on socio-cultural issues and the potential of
using dioramas in museums to engage various audiences with - and in
- contemporary debates and big issues, which society and the
natural environment are facing, such as biodiversity loss. From the
early 1900s, with the passage of time and changes in cultural norms
in societies, this genre of exhibits evolved in response to the
changes in entertainment, expectations and expressed needs of
museum visitors. The challenge has always been to provide
meaningful, relevant experiences to visitors, and this is still the
aim today. Dioramas are also increasingly valued as learning tools.
Contributions in this book specifically focus on their educational
potential. In practice, dioramas are used by a wide range of
educational practitioners to assist learners in developing and
understanding specific concepts, such as climate change, evolution
or or conservation issues. In this learning process, dioramas not
only contribute to scientific understanding and cultural awareness,
but also reconnect wide audiences to the natural world and thereby
contribute to the well-being of societies. In the simultaneously
published book: "Natural History Dioramas - Traditional Exhibits
for Current Educational Themes, Science Educational Aspects" the
editors discuss the history of dioramas and their building and
science learning aspects, as well as current developments and their
place in the visitor experience.
This book brings together in a unique perspective aspects of
natural history dioramas, their history, construction and
rationale, interpretation and educational importance, from a number
of different countries, from the west coast of the USA, across
Europe to China. It describes the journey of dioramas from their
inception through development to visions of their future. A
complementary journey is that of visitors and their individual
sense making and construction of their understanding from their own
starting points, often interacting with others (e.g. teachers,
peers, parents) as well as media (e.g. labels). Dioramas have been,
hitherto, a rather neglected area of museum exhibits but a
renaissance is beginning for them and their educational importance
in contributing to people's understanding of the natural world.
This volume showcases how dioramas can reach a wide audience and
increase access to biological knowledge.
Founded on the premise that zoos are 'bilingual'-that the zoo, in
the shape of its staff and exhibits, and its visitors speak
distinct languages-this enlightening analysis of the informal
learning that occurs in zoos examines the 'speech' of exhibits and
staff as well as the discourse of visitors beginning in the
earliest years. Using real-life conversations among visitors as a
basis for discussion, the authors interrogate children's responses
to the exhibits and by doing so develop an 'informal learning
model' and a 'zoo knowledge model' that prompts suggestions for
activities that classroom educators can use before, during, and
after a zoo visit. Their analysis of the 'visitor voice' informs
creative suggestions for how to enhance the educational experiences
of young patrons. By assessing visitors' entry knowledge and their
interpretations of the exhibits, the authors establish a baseline
for zoos that helps them to refine their communication with
visitors, for example in expanding knowledge of issues concerning
biodiversity and biological conservation. The book includes
practical advice for zoo and classroom educators about positive
ways to prepare for zoo visits, engaging activities during visits,
and follow-up work that maximizes the pedagogical benefits. It also
reflects on the interplay between the developing role of zoos as
facilitators of learning, and the ways in which zoos help visitors
assimilate the knowledge on offer. In addition to being essential
reading for educators in zoos and in the classroom, this volume is
full of insights with much broader contextual relevance for getting
the most out of museum visits and field trips in general.
Founded on the premise that zoos are 'bilingual'-that the zoo, in
the shape of its staff and exhibits, and its visitors speak
distinct languages-this enlightening analysis of the informal
learning that occurs in zoos examines the 'speech' of exhibits and
staff as well as the discourse of visitors beginning in the
earliest years. Using real-life conversations among visitors as a
basis for discussion, the authors interrogate children's responses
to the exhibits and by doing so develop an 'informal learning
model' and a 'zoo knowledge model' that prompts suggestions for
activities that classroom educators can use before, during, and
after a zoo visit. Their analysis of the 'visitor voice' informs
creative suggestions for how to enhance the educational experiences
of young patrons. By assessing visitors' entry knowledge and their
interpretations of the exhibits, the authors establish a baseline
for zoos that helps them to refine their communication with
visitors, for example in expanding knowledge of issues concerning
biodiversity and biological conservation. The book includes
practical advice for zoo and classroom educators about positive
ways to prepare for zoo visits, engaging activities during visits,
and follow-up work that maximizes the pedagogical benefits. It also
reflects on the interplay between the developing role of zoos as
facilitators of learning, and the ways in which zoos help visitors
assimilate the knowledge on offer. In addition to being essential
reading for educators in zoos and in the classroom, this volume is
full of insights with much broader contextual relevance for getting
the most out of museum visits and field trips in general.
This inspiring text celebrates young children as 'emergent
biologists' and explains how their natural inquisitiveness and
curiosity can be harnessed to increase early understanding of
scientific concepts, and so lay the foundations for future learning
about the living world. Full of practical tips, suggested
discussion points and hands-on activities, Emerging Biology in the
Early Years is a uniquely child-focussed resource. Chapters provide
key information on the physical environment, including weather
phenomena and soils, plants, animals and human development, and
prioritise the child's perspective to offer activities which are in
line with their natural development, thereby provoking discussion,
problem-solving and child-led investigations. From planting seeds,
to classifying rocks, flowers and animals, to understanding growth
processes and recognising anatomical features, this book takes a
holistic approach to science which moves beyond the confines of the
curriculum and the classroom and shows how biology can be taught in
a fun, engaging and inexpensive way both at home and in the early
years setting. Providing a rich collection of ideas, activities,
and downloadable sheets, this will be an invaluable resource for
early years practitioners and parents looking to develop young
children's scientific skills and understanding.
This inspiring text celebrates young children as 'emergent
biologists' and explains how their natural inquisitiveness and
curiosity can be harnessed to increase early understanding of
scientific concepts, and so lay the foundations for future learning
about the living world. Full of practical tips, suggested
discussion points and hands-on activities, Emerging Biology in the
Early Years is a uniquely child-focussed resource. Chapters provide
key information on the physical environment, including weather
phenomena and soils, plants, animals and human development, and
prioritise the child's perspective to offer activities which are in
line with their natural development, thereby provoking discussion,
problem-solving and child-led investigations. From planting seeds,
to classifying rocks, flowers and animals, to understanding growth
processes and recognising anatomical features, this book takes a
holistic approach to science which moves beyond the confines of the
curriculum and the classroom and shows how biology can be taught in
a fun, engaging and inexpensive way both at home and in the early
years setting. Providing a rich collection of ideas, activities,
and downloadable sheets, this will be an invaluable resource for
early years practitioners and parents looking to develop young
children's scientific skills and understanding.
Young children are intuitive scientists. This book builds on their
inherent curiosity and problem solving as they move forward in
their scientific thinking. Science develops from early beginnings
and a solid foundation in the early years is essential for their
future learning and engagement with the subject. Starting Inquiry
Based Science in the Early Years shows you how you can support
children's emerging scientific skills by working with them and
scaffolding their inquiries as they experiment, hypothesise and
investigate building on their natural curiosity. Full of practical
advice, it offers a wide range of scientific activities that can be
carried out in partnership with young children. Each activity
presents a challenge for the child to solve by thinking and talking
through their ideas and then carrying out their own investigations.
This invaluable guide focuses on helping children to follow their
own line of inquiry and supporting them in mastering the skills and
vocabulary they need in order to do this. Features include: An
explanation of the key skills children need to acquire and
practical ideas for developing these; Useful lists of relevant
vocabulary and everyday resources; Cue questions to encourage
children's thinking skills; Cross-curricular links to show how the
activities support early literacy and mathematics. Providing a rich
bank of resources for promoting scientific experiences and
learning, this highly practical book will help you ensure that the
children in your care have the strong foundations they need to
become confident, successful scientists in the future.
This edited book provides an overview of unstructured and
structured play scenarios crucial to developing young children's
awareness, interest, and ability to learn Science, Technology,
Engineering and Mathematics (STEM) in informal and formal education
environments. The key elements for developing future STEM capital,
enabling children to use their intuitive critical thinking and
problem-solving abilities, and promoting active citizenship and a
scientifically literate workforce, begins in the early years as
children learn through play, employing trial and error, and often
investigating on their own. Forty-seven STEM experts come together
from 16 countries (Argentina, Australia, Belgium, Canada, England,
Finland, Germany, Israel, Jamaica, Japan, Malta, Mauritius, Mexico,
Russia, Sweden, and the USA) and describe educational policies and
experiences related to young learners 3-4 years of age, as well as
students attending formal-nursery school, early primary school, and
the early years classes post 5 years of age. The book is intended
for parents seeking to provide STEM activities for their children
at home and in playgroups, citizen scientists seeking guidance to
provide children with quality educational activities, daycare
practitioners providing educational structures for young children
from birth to formal education, primary school teachers and
preservice teachers seeking to teach preschool, kindergarten or
children typically aged 5-8 years old in grades 1-3, as well as
researchers and policy makers working in science didactics with
small children.
This book presents the history of natural history dioramas in
museums, their building and science learning aspects, as well as
current developments and their place in the visitor experience.
From the early 1900s, with the passage of time and changes in
cultural norms in societies, this genre of exhibits evolved in
response to the changes in entertainment, expectations and
expressed needs of museum visitors. The challenge has always been
to provide meaningful, relevant experiences to visitors, and this
is still the aim today. Dioramas are also increasingly valued as
learning tools. Contributions in this book specifically focus on
their educational potential. In practice, dioramas are used by a
wide range of educational practitioners to assist learners in
developing and understanding specific concepts, such as climate
change, evolution or or conservation issues. In this learning
process, dioramas not only contribute to scientific understanding
and cultural awareness, but also reconnect wide audiences to the
natural world and thereby contribute to the well-being of
societies. In the simultaneously published book: "Natural History
Dioramas - Traditional Exhibits for Current Educational Themes,
Socio-cultural Aspects" the editors focus on socio-cultural issues
and the potential of using dioramas to engage various audiences
with - and in - contemporary debates and big issues, which society
and the natural environment are facing.
Young children are intuitive scientists. This book builds on their
inherent curiosity and problem solving as they move forward in
their scientific thinking. Science develops from early beginnings
and a solid foundation in the early years is essential for their
future learning and engagement with the subject. Starting Inquiry
Based Science in the Early Years shows you how you can support
children's emerging scientific skills by working with them and
scaffolding their inquiries as they experiment, hypothesise and
investigate building on their natural curiosity. Full of practical
advice, it offers a wide range of scientific activities that can be
carried out in partnership with young children. Each activity
presents a challenge for the child to solve by thinking and talking
through their ideas and then carrying out their own investigations.
This invaluable guide focuses on helping children to follow their
own line of inquiry and supporting them in mastering the skills and
vocabulary they need in order to do this. Features include: An
explanation of the key skills children need to acquire and
practical ideas for developing these; Useful lists of relevant
vocabulary and everyday resources; Cue questions to encourage
children's thinking skills; Cross-curricular links to show how the
activities support early literacy and mathematics. Providing a rich
bank of resources for promoting scientific experiences and
learning, this highly practical book will help you ensure that the
children in your care have the strong foundations they need to
become confident, successful scientists in the future.
This book brings together in a unique perspective aspects of
natural history dioramas, their history, construction and
rationale, interpretation and educational importance, from a number
of different countries, from the west coast of the USA, across
Europe to China. It describes the journey of dioramas from their
inception through development to visions of their future. A
complementary journey is that of visitors and their individual
sense making and construction of their understanding from their own
starting points, often interacting with others (e.g. teachers,
peers, parents) as well as media (e.g. labels). Dioramas have been,
hitherto, a rather neglected area of museum exhibits but a
renaissance is beginning for them and their educational importance
in contributing to people's understanding of the natural world.
This volume showcases how dioramas can reach a wide audience and
increase access to biological knowledge.
Young children are intuitive, emergent scientists - they observe,
raise hypotheses, experiment and notice patterns. Most of our
everyday actions at home and in other settings, inside and outside,
have a scientific basis and it is through these early experiences
that children formulate their ideas about the world in which we
live. This accessible book introduces the simplest form of the
principles and the big ideas of science and provides a starting
point for encouraging children to have an interest and experiential
understanding of basic science and engineering. It shows you how
you can support young children in exploring everyday phenomena and
develop their scientific language skills through readily available
resources and hands-on experiences. Each chapter focuses on a
different aspect of science and includes: a summary of the 'big
ideas' to refresh your own scientific knowledge; numerous
activities that encourage young children to observe, question and
carry out their own investigations; a usefil list of everyday
resources and relevant vocabulary. Providing a wealth of exciting,
meaningful ways to promote scientific experiences and learning,
this highly practical book will help you to build on children's
natural curiosity about the world and develop their understanding
through your everyday provision in early years settings and at
home.
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