2nd Edition

Teaching Science and Technology in the Early Years (3-7)

    250 Pages 39 B/W Illustrations
    by Routledge

    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, and have the potential for contributing to all aspects of their learning.

    By identifying the scientific and design-related concepts, skills and activities being developed, the book enables the reader to make more focused diagnostic observations of young children and plan for how they can help move them forward in their learning. This second edition has been thoroughly updated and features:

    Six new chapters providing practical advice and examples for enhancing scientific and technological learning through thematic approaches

    • a new chapter focusing on the outdoor learning environment and how this can support science and technology
    • new case studies of successful early years practice, alongside examples of practical planning for learning, and advice on documenting children’s learning stories,
    • guidance on the role of talk, narrative, documentation and planning in relation to early years science and technology

    Based on the latest research and the first hand experience, this practical and accessible book is essential reading for early years and primary students on undergraduate and Masters level courses.




    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


    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