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 technological 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 third edition has been thoroughly updated and features:
- fresh insights into young children’s learning from neuroscience and ‘new-materialist’ perspectives;
- a UK-wide perspective on Early Years curricula and how they support the inclusion of science and technology as an entitlement for young children;
- new case studies of successful, evidence-based Early Years practice, alongside new examples of practical planning for learning, and advice on documenting children’s learning stories;
- an updated chapter on assessing and documenting children’s learning, drawing upon findings from the Teacher Assessment in Primary Science (TAPS) project at Bath Spa University.
Based on the latest research and first-hand experience, this practical and accessible book is essential reading for Early Years and Primary students on undergraduate, PGCE and Masters-level courses.
Table of Contents
List of figures, tables and learning stories ix
List of contributors xii
Part One: The principles of teaching science and technology in Early Years settings 1
ALAN HOWE AND DAN DAVIES
2. Young children as scientists, designers and technologists – theories of learning
JANET ROSE, LONE HATTINGH AND KAREN MCINNES
3. Talk, narrative and sustained shared thinking
KENDRA MCMAHON AND JANET ROSE
4. Outdoor learning in science and technology
SARAH EARLE AND RUTH COAKLEY
5. Assessing and documenting children’s learning
REBECCA DIGBY, SARAH EARLE AND RUTH COAKLEY
6. Planning for science and technology in the Early Years setting
REBECCA DIGBY AND SARAH EARLE
Part Two: Guidance on teaching thematic science and technology topics
7. Sowing the seeds – a thematic approach to plant life in Early Years education
ALAN HOWE AND CHRISTOPHER COLLIER
8. A thematic approach to humans and animals in Early Years education
KENDRA MCMAHON AND CHRISTOPHER COLLIER
9. A thematic approach to everyday materials in Early Years practice
10. A thematic approach to changing materials in Early Years settings
SARAH EARLE AND CHRISTOPHER COLLIER
11. A thematic approach to forces, magnets and electricity in Early Years settings
DAN DAVIES AND CHRISTOPHER COLLIER
12. A thematic approach to sound, light and space in Early Years settings
DAN DAVIES AND CHRISTOPHER COLLIER
13. Moving on – transitions in Early Years science and technology
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.
"This is the third edition of this valuable book, and it's good to see it kept up to date as it's a subject where change happens very quickly. It celebrates and raises awareness of young children’s amazing capabilities as scientists, designers and technologists and demonstrates how scientific designing and making activities are natural to young children, and have the potential for contributing to all aspects of their learning." - Sarah Brew, Parents in Touch