2nd Edition
Teaching Science and Technology in the Early Years (3-7)
Part 1
1. Introduction
Alan Howe and Dan Davies
2. Young children as scientists, designers and technologists – theories of learning
Janet Rose and Lone Hattingh
3. Talk, narrative and sustained shared thinking
Pat Black, Sue Hughes, Kendra McMahon and Janet Rose
4. Outdoor learning in science and technology
Sarah Earle
5. Documenting children’s learning
Rebecca Digby
6. Planning for science and technology in the early years
Rebecca Digby and Sarah Earle
Part 2
7. Sowing the seeds – a thematic approach to plant life in the early years
Alan Howe
8. A thematic approach to humans and animals in the early years
Kendra McMahon
9. A thematic approach to everyday materials in the early years
Christopher Collier
10. A thematic approach to changing materials in the early years
Sarah Earle
11. A thematic approach to forces, electricity and magnets in the early years
Dan Davies
12. A thematic approach to sound, light and space in the early years
Dan Davies
13. Moving on – transitions in early years science and technology
Alan Howe
Biography
Dan Davies is Head of Research and Graduate Affairs in the School of Education, Bath Spa University, UK. He is Professor of Science and Technology Education and leads the Centre for Research in Early Scientific Learning (CRESL), which is a Primary Science Teaching Trust Regional Hub.
Alan Howe is Acting Head of Department of Education and Childhood Studies at Bath Spa University and a founding member of CRESL.
Christopher Collier is a senior lecturer in Primary Science at Bath Spa University and a member of CRESL.
Rebecca Digby is a senior lecturer in Primary and Early Years Education at Bath Spa University and a member of CRESL.
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 also a member of CRESL.
Kendra McMahon spent 10 years as a primary school teacher in the South West of England before becoming a senior lecturer in Education at Bath Spa University and a founding member of CRESL.
"I found the chapter on documenting childrens learning stories to be very helpful, along with the updated examples of practical planning. It is a book that reassures you that children are natural scientists, investigators and explorers, and that it is simply a case of us capturing those experiences, the evidence of learning through play and setting up the irresistible and provocative experiences to scaffold and build on their current knowledge." - Martine Horvath, eye magazine
