“Why is the sky blue?” It is the quintessential question of childhood and it is very representative of the type of questions that students will create in the classroom. In this article we will dig into the idea that not all questions are created equally, and we will offer some Read more…
Science and vocabulary are integrally connected; in order to create an accurate description of what we have discovered about an object or phenomenon we must use words that are precise and clearly defined. In early childhood science instruction, we are intentional about expanding student ideas about the world and how Read more…
Most science explorations don’t start with an experiment, they begin with in-depth observations. When we look closely at an object or phenomena, we notice details and naturally begin creating categories for this new information. Almost subconsciously we begin to compare the new data to what we already know using comparative Read more…
As early childhood educators, you probably have so much experience guiding children as they explore the practice of comparing and contrasting, but did you know that even babies have surprisingly logical minds? From the moment they are born, babies begin making comparisons. The first question they might ‘ask’ themselves: Is Read more…