“Concerns about American students' performance on international science tests and the supply of students pursuing careers in science, technology, STEM and other science fields, combined with the expansion of federal testing requirements to include high school science, have served in recent years only to heighten that call" [for an earlier start in science in pre-kindergarten].    

Findings in a Florida study that tested the school readiness of 5,000 Head Start pre-kindergarteners found that science is one of the areas in which children show the least learning growth during their preschool years.  Nancy Clark-Chiarelli, a principal research scientist for Education Development Center (EDC), states, “Most teachers will have a science area in their classroom...and if you look at plans, you would see something listed as science, but in reality, there would be some shells, some magnets, and maybe a pumpkin, or a book about animals in winter.”  She continues, “But those items are not conceptually related, and they don’t promote children’s independent exploration of them.”  Ms. Clark-Chiarelli stated she and her research partners often found that the water table in the classroom was being used as a place to wash plastic baby dolls instead of a place for exploration.

Pre-kindergarten teachers may not be comfortable to teach the scientific method because they may not know how or have the right materials.  The scientific method can be a part of these classrooms with materials that promote the scientific method, language and discussion.  I know that children in early childhood are young scientists waiting to become attracted to the fields mentioned above, we just need to guide them.

Source: Education Week: “Experts Urge Earlier Start to Teaching Science” January 14, 2010

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