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Adults don't teach children about math and science, they give them opportunities to construct knowledge. Their role is to observe, to note the children's interests, to set up the environment accordingly, to ask sensitive questions at just the right time, to allow the children to explore and experiment, and to provide resources when needed. This method of teaching is based on a constructivist approach to learning. According to the theories of Jean Piaget, the constructivist approach helps children learn physical knowledge, social knowledge, and logico-mathematical knowledge. Early childhood educators contribute to the construction of knowledge by creating projects that help children pursue areas they are interested in. Project work facilitates the kinds of interactions, explorations, and problem solving that result in knowledge construction and conceptual development. Children also learn math concepts (such as time and space) through "real-world" activities and by playing games. Taking a constructivist approach to science is very different from setting up formal science lessons and teaching children labels, concepts, and processes through unrelated displays, activities, or teacher-controlled experiments. Transformation and representation are two basic science concepts that young children explore as they learn early lessons in physics and chemistry. Three primary questions children ask themselves are "How do things move?" "How do they change?" and "What traces do they leave as a result of their movements or changes?" When children learn about nature, especially biology and ecology, they cannot explore and experiment the same way they can explore the inanimate world. Children need to develop a respect for nature and an understanding of our interconnectedness with nature. Adults' attitudes make a big difference in what children learn. When an adult is an interested, curious, and respectful observer, children are likely to approach nature study the same way. The early childhood math and science curriculum depends on some basic materials: unit blocks, sand, water, play dough, clay, writing, drawing, and painting materials, and assorted loose parts. But this represents a bare-bones list; using their imagination, early childhood educators can add endless pieces of equipment and materials to facilitate all areas of learning. |