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Teaching Science and Technology in the Early Years (3-7)¿celebrates young children's amazing capabilities as scientists, designers and technologists. Research-based yet practical and accessible, it demonstrates how scientific designing and making activities are natural to young children.
List of contents
List of figures, tables and learning stories List of contributors Acknowledgements
Part One: The principles of teaching science and technology in Early Years settings 1.Introduction 2.Young children as scientists, designers and technologists - theories of learning 3.Talk, narrative and sustained shared thinking 4.Outdoor learning in science and technology 5.Assessing and documenting children's learning 6.Planning for science and technology in the Early Years setting
Part Two: Guidance on teaching thematic science and technology topics 7.Sowing the seeds - a thematic approach to plant life in Early Years education 8.A thematic approach to humans and animals in Early Years education 9.A thematic approach to everyday materials in Early Years practice 10.A thematic approach to changing materials in Early Years settings 11.A thematic approach to forces, magnets and electricity in Early Years settings 12.A thematic approach to sound, light and space in Early Years settings 13.Moving on - transitions in Early Years science and technology References Index
About the author
Dan Davies is Director of Higher Education Management Programmes at the University of Bath. He is a former Professor of Science and Technology Education at Bath Spa University.
Alan Howe is Head of the Department of Education and Childhood Studies at Bath Spa University and a founding member of the Centre for Research in Scientific and Technological Learning and Education (CRSTLE).
Christopher Collier is a Senior Lecturer in Primary Science at Bath Spa University and a founding member of CRSTLE.
Rebecca Digby is a Senior Lecturer in Primary and Early Years Education at Bath Spa University and a founding member of CRSTLE.
Sarah Earle spent 13 years teaching in primary schools in Bristol before moving to Bath Spa University as a senior lecturer on the Primary PGCE. She is a member of CRSTLE and directs the TAPS project.
Kendra McMahon spent 10 years as a primary school teacher in the south west of England before becoming Reader in Primary Science at Bath Spa University and Director of CRSTLE.
Summary
Teaching Science and Technology in the Early Years (3–7) celebrates young children’s amazing capabilities as scientists, designers and technologists. Research-based yet practical and accessible, it demonstrates how scientific designing and making activities are natural to young children.
