Featuring special guest blogger: Stefany Cunningham, B.S. (Areas of study include kinesiology, early childhood development & education, and psychology)

The Internet has an abundance of science experiments for children. Most often, these experiments require children to follow specific steps, have cute and matching containers, and are usually intended to produce some sort of colorful end-product. These types of experiments can be fun on occasion, but children need more science in their life than what we can realistically provide if we only view science as these structured, cute, adult-initiated, and costly activities. 

Children need more opportunities for spontaneous and unstructured science because children learn about the components of science through genuine exploration. Children learn about science by building, digging, crashing, filling, dropping, bouncing, and spinning all on their own accord. Spontaneous and unstructured science allows children the opportunity to ask their own questions, make decisions, create, destroy, problem-solve, and be leaders in their own learning experience. 

More often than not, these spontaneous and unstructured experiments don’t meet society’s standards of “pretty” or “cute,” but that’s okay! The goal here is to provide child-led learning opportunities, not produce perfect pictures for social media. 

Luckily, this type of science requires little to no effort from families and caregivers (other than assisting with clean-up!). Children are naturally inclined to ask questions and experiment. The most effective ways for families and caregivers to encourage their children to learn about science is to give them time and space to fully explore their questions, offer supportive prompts, and of course, keep them safe. 

The following are descriptions of the components of science with prompts that families and caregivers can use to support their young child’s learning. This blog post doesn’t include specific activities because science is found everywhere, in everyday experiences, from digging in the backyard to bath-time to building forts. By shifting our perspective of science away from organized, structured, and adult-initiated activities, we can find more opportunities for science in everyday experiences and can easily provide more opportunities for exploration and learning. 

Physical Science 

Authors of The Creative Curriculum For Preschool, Diane Trister Dodge, Laura J. Colker, and Cate Heroman (2003), defined physical science as, “…the physical properties of materials and objects” (p. 142). How do we typically explore physical properties? With our five senses! Think about the five senses while supporting your child while they explore science:

• “What do you feel? Is it bumpy/smooth/rough?”
• “What does this smell like to you?”
• “This sounds like it’s getting louder to me! How does it sound to you?”
• “What do you notice when you pick that up and put it on top?”
• “Why do you think that tipped over/fell down?”
• “Do you see anything on the inside/outside? What about underneath?”
• “Can this move/change? How? Can you smash/mix/pour it?”
• “Do you think this will sink or float when I put it in the bathtub?”
• “You stacked those really high! Are they stacked straight up and down or do they lean a bit?”

Life Science

Life science is the study of living things. It’s that simple! You and your child can explore life science when playing with your pets, sitting in your backyard, or walking through the park. 

• “What do our bodies need to grow? What about animals/plants?”
• “You found a bug! Why do you think it was hiding under that rock?”
• “What kinds of animals eat bugs?”
• “How are animals and plants different?”
• “What happens to plants when the weather gets really cold?”
• “When you threw that rock, those birds flew out of that tree! Why do you think those birds like sitting in that tree all the time?”

Earth and the Environment 

This last science component overlaps with life science, but also incorporates weather and the physical characteristics of our environment. 

• “What’s the weather like today? How does it feel? Will you help pick out clothes that will keep us cool/warm/dry?”
• “What does the sky look like right now? How is it different when it’s day/night?”
• “Can you see any mountains from here? What about rivers/fields/ponds?”
• “I’m noticing the ground changes when you dump water right there. What do you see?”
• “What can we do to take care of our neighborhood?”
• “How is our kite staying in the air?”

Keeping these components in mind and thinking of prompts in the moment will get easier with time. To adults, child-led science can feel uneventful and it might even feel like you aren’t doing enough. Your child, however, will be experiencing your love and support as they explore their world in ways that are new and exciting to them. They will feel eager and empowered to share with you what they discover as they lead an exploration or experiment! 

So, take a moment. Sit back, give your child some space, and embrace spontaneous, unstructured, and ugly science. Children have this handled! 

References 

Dodge, D. T., Colker, L. J., & Heroman, C. (2002). The creative curriculum for preschool (4th ed.). Teaching Strategies. 

Featuring special guest blogger: Stefany Cunningham, B.S. (Areas of study include kinesiology, early childhood development & education, and psychology)

Social studies provides children an opportunity to learn about relationships: relationships they have with their families, their community, and nature. When children are encouraged to explore their relationships with the world around them, they can feel inspired and empowered to make their world a better place. Taking neighborhood walks is a perfect opportunity for your family to get out of the house and learn about the components of social studies. 

There are several components of social studies you can explore with your child and several questions you can ask regarding social studies. This makes for a learning opportunity you and your family can enjoy time and time again. There are a multitude of prompts included with each concept below, but try not to bombard your young child with questions (you don’t have to cover all of these concepts in one walk. You can continue the concept exploration on your next walk!). Furthermore, try not to lecture your child about the world around them. This is an adventure and exploration opportunity! If you notice something that strikes their interest, simply ask one or two questions and let your child do the talking and exploring (this experience is also a great learning opportunity for you to learn more about your child and their views about the world around them!). 

The best part about this learning opportunity is that it doesn’t require any materials, just your child’s natural inclination to observe and explore, and a little prompting from a loving adult.

Here are the descriptions of some components of social studies along with prompts you can use while on your walk to get your young children thinking about their relationship with the world around them:

People and How They Live

This component of social studies involves the similarities and differences of people and their roles in the child’s home and community. This includes the structure, type of work, rules, and physical characteristics of their family and their community. 

While on your walk… 

You can prompt your child to think about the people who live in your home. 

• “Is our whole family here on this walk?”

• (If not) “Who’s missing and where are they?”

• “Are they at work? What do they do at work?”

• “I’m looking at our feet while we walk. Are my feet bigger or smaller than your feet? What about your sister’s?”

• “I’m noticing there are a lot of houses on our street. Do you notice any other buildings?”

You may see a garbage truck or mail carrier and you can prompt your child to think about community roles. 

• “What is this person doing for work? How do they help us? Is there anything we can do that would be helpful to them?”

• “What would happen if we didn’t have garbage collectors/mail carriers?”

You can prompt your child to consider the similarities and differences between your family and home, and that of your neighbors. Children will often talk about similarities between themselves and someone they know, but don’t often talk about differences (noticing differences is completely natural and is a great opportunity to foster cultural awareness and acceptance!). 

• “Who lives in our neighbor’s house?”

• “Do they have the same family members that we have?

•  “What do the adults do for work?”

• “How is their house/yard different from ours? How is it the same?” 

People and the Environment 

This component of social studies encompasses the way humans alter and protect the environment, and taking neighborhood walks can reveal to your child how they themselves can alter and protect the environment!

While on your walk… 

Your family may see a construction or community project. With some of the following prompts, you can encourage a conversation about how it affects your community. 

• “I wonder what these people are building? Do you think it will be helpful for our neighborhood?” 
• “What do you think happened to the trees that were there?”
• “I wonder if they will plant new trees after they are finished?”
• “How are roads/crosswalks/roundabouts helpful for our neighborhood?”

Your family may see some garbage on the side of the street. If you feel it’s safe, your family can pick it up and throw it away. If not, you can still have a conversation about it! 

• “I wonder how this garbage got here? What could we do?”
• “Do you see a garbage can/recycling bin nearby?”
• “What kinds of things can we put in the garbage/recycling bin?” 
• “What would our street look like if everyone left their garbage on the ground?”
• “What will happen if we leave it there even if it doesn’t belong to us?”
• “We need to make sure we are safe while picking up this garbage. What could we do?”

Spaces and Geography 

Spaces and geography for young children involve the place where they live and the relationship between their community and other places, including physical characteristics of their community and mapping. You can discuss physical characteristics and mapping on your walk with some of the following prompts: 

• “Which way do we normally turn to get to the grocery store/grandma’s house?”
• “Which way do we turn to get back home? – Oh, that’s right! We turn after the fire hydrant!”
• “How many trees/light posts/stop signs do you see on our street? 
• “Do you see any hills on our street or is it flat?” 
• “”Is our street curved or straight?”

Bonus activity: If your child seems particularly interested in the physical characteristics and mapping component of your walk, you can encourage them to draw a map of your neighborhood when you get back home! 

So there you have it! A simple and effective learning opportunity that your whole family can participate in. Enjoy re-discovering your neighborhood and watching your young child unfold the concepts of social studies! 

Please subscribe to Pine Nuts: Musings on Early and Higher Learning and join Aspen Academy on social media (Facebook and Instagram) for more activity ideas!

References

Dodge, D. T., Colker, L. J., & Heroman, C. (2002). The creative curriculum for preschool (4th ed.). Teaching Strategies. 

Featuring special guest blogger: Stefany Cunningham, B.S. (Areas of study include kinesiology, early childhood development & education, and psychology)

During this difficult and isolating time, writing letters to loved ones will foster your child’s knowledge of several literacy components, as well as foster social-emotional health among everyone involved (your children, the recipients, and you!). Right now, in the eyes of young children, the world can be a confusing place as new social restrictions are being put into place and our everyday lives are jostled. Children at this time have less power to initiate social connections with people who live outside of their homes than ever before.

Writing letters can serve as a healthy outlet for young children to remain in contact with those they are currently unable to see in person. In addition, it gives them the power to initiate a social connection that email is unable to provide (children can’t hop onto their own email accounts whenever they please, but they certainly can find a writing utensil and a piece of paper!). Your children will love to write letters to people they are missing dearly: grandparents, aunts and uncles, cousins, friends, and teachers. 

There are a couple different ways families can go about this activity depending on the age of their children and how much experience the child has with writing. 

If your child has experience and interest in writing letters and words, they may wish to write the letter themselves (with a little help from their adults, of course!). Children with writing experience may need an adult to spell out words for them or have an adult write out words on a seperate sheet of paper for them to copy down in their letter. 

Remember: Your child is learning and growing. The best way to support literacy skills at this age is to show them that reading and writing is enjoyable. Their letter forms do not have to be perfect, as it’s about the process not the product. Your children will have plenty of time to learn how to properly dot their I’s and cross their Ts as they grow older. 

If your child has not explored writing letters or words yet, they can still be heavily involved in the writing process by dictating to their adults what they want the letter to say. Or, if your child wants to “write the letter themselves” by scribbling all over the paper, this is an early attempt at writing and this is valuable too! 

Either process will help children build literacy skills in meaningful ways. Children will have the opportunity to express their thoughts and emotions in writing fostering a deep, meaningful connection with literacy (and receiving a letter in return is a bonus, meaningful literacy experience!). When children experience a meaningful connection with literacy, they are exploring the following literacy concepts:

• Knowledge of Print: When writing letters to loved ones, your children will explore the concept that verbal language can be documented and read aloud, and that print carries a message (more importantly, their message! How powerful they will feel expressing their thoughts and emotions on paper!). Additionally, children will gain a better understanding that print must follow certain arrangements. For example, English is written from left to right; starting at the top of the page and moving downward (Dodge, Colker, & Heroman, 2009). 

• Letters and Words: When your children write letters to loved ones, they are learning letter and word identification. In addition, they are also learning how we use letters and words to communicate with others. Authors Diane Trister Dodge, Laura J. Colker, and Cate Heroman (2009) explained, “Really knowing letters involves understanding that a letter is a symbol representing one or more of the sounds in the English language; that these symbols can be grouped together to form words; and that these words have meaning” (p. 129). What better way for children to explore how to use letters and words for communicating than to connect with those they care about through print?

• Literacy as a Source of Enjoyment: Motivation is a key feature in literacy development. Why do people read and write? Because we want to hear stories, gather information, or we want to communicate our own stories and information. Communicating your own thoughts and emotions, or reading the thoughts and emotions of someone you truly care for is far more motivating than copying or reading letters on a worksheet (Dodge, Colker, & Heroman, 2009). 

We hope your family enjoys this opportunity to foster a love of literacy while simultaneously enriching your family’s social-emotional health! Please subscribe to Pine Nuts: Musings on Early and Higher Learning and join Aspen Academy on social media (Facebook and Instagram) for more activity ideas!

References

Dodge, D. T., Colker, L. J., & Heroman, C. (2002). The creative curriculum for preschool (4th ed.). Teaching Strategies. 

During the world’s current public health crisis, in addition to their everyday responsibilities, families are being advised to homeschool their children. This can feel overwhelming living in a culture where parents and their children often feel pressure to participate in rigorous academics along with an insurmountable amount of extracurricular activities in order to “keep up” in our highly competitive society. 

In the book, Einstein Never Used Flashcards, authors Kathy Hirsh-Pasek, PH.D., Roberta Michinkick Golinkoff, PH.D., and Diane Eyer, PH.D. (2003), assert, 

“We are told that faster is better, that we must push learning along at a rapid pace. We are told that we must make every minute of our children’s lives count, that our children are like empty rooms to be filled by the adults who serve as the interior designers of their lives. These assumptions about children and how they learn are at complete odds with the messages coming from the halls of academe, where child development experts have researched how children grow and learn” (p. xiii). 

To help alleviate the pressure and misinformation on child education in our culture, and to promote developmentally appropriate practice, we’re here to help!

These developmentally appropriate activities that families can implement at home require little materials and will encourage creative, contextual, and valuable learning experiences. We hope that these activities will foster a love for learning among your young children (and you!), and support your family in taking time to grow in our hurried world. Our first activity is included below! We look forward to learning and exploring with you and your family! 

Exploring Math Concepts with Rocks 

Collecting rocks in your backyard will not only get you and your family outside, but it is a simple and meaningful way for young children to explore critical math concepts. Providing your child with the freedom to explore and collect their own materials is an effective way to foster deep learning. Your child will be excited to share with you what they collected and will want to explore their physical properties with you! 

One-to-one Correspondence

Counting the number of rocks you and your children have collected helps children develop an understanding of one-to-one correspondence, which is defined as, “assigning one, and only one, number to each item in a set of objects” (Dodge, Colker, & Heroman, 2002, p. 135). If you find your child is counting some rocks more than once, offer to point to each rock as your child counts out loud. 

Sorting and Comparisons 

Asking your child questions such as, “Which rock do you think is the biggest/smallest?”, or “How many smooth/rough rocks do we have – Are there more smooth rocks or rough rocks?”, helps children sort objects and make comparisons which will later support children in recognizing patterns and relationships (Dodge et al., 2002, p. 135).

Patterns and Relationships           

Encouraging your child to make a simple pattern with the rocks you collected will help foster pattern recognition and relationships among objects, which are not only critical math concepts, but will also be useful in literacy and science (Dodge et al., p. 136). 

Tip: Making patterns with your vocal tone while saying the pattern out loud can be a helpful tool when guiding your children to discover which object comes next in the pattern. 

Data Collection, Organization, and Representation 

Children love seeing their discoveries documented on paper! Counting, sorting, comparing, and pattern recognition are all the beginning steps of data collection. Graphing is an effective way to collect data and it helps children recognize relationships in a simple and organized way. Additionally, as an added bonus, it fosters a meaningful relationship with literacy as well (Dodge et al, p. 136)!

Sometimes the simplest activities can provide our children with the biggest opportunities for growth. We hope this activity is an enjoyable break from being indoors! Please subscribe to Pine Nuts: Musings on Early and Higher Learning and join Aspen Academy Preschool on social media (Facebook and Instagram) for more activity ideas!

References 

Dodge, D. T., Colker, L. J., & Heroman, C. (2002). The creative curriculum for preschool (4th ed.). Teaching Strategies. 

Hirsh-Pasek, K., Golinkoff-Michnick, R., Eyer, D. (2003). Einstein never used flashcards. Holtzbrinck Publishers.