Spring is a great time to introduce the scientific method and the wonders of nature to preschool children. This is especially important as modern society has lessened children’s exposure to the outdoors. Many urban children can be said to experience “nature deficit disorder,” where they are seldom exposed to nature.
Bringing nature into the classroom is an opportunity to teach the scientific method by encouraging children to observe, question, experiment, record, and draw conclusions. The process is what really counts with young children. There are seven basic steps that will help you introduce the scientific method to children:
1. Observe. Challenge the children to look closely and to examine things from different viewpoints. For example, different types of plants in individual pots grow at different rates. Measure them frequently. What happens to the plants when the wind blows? When it rains? When the weather is dry? Record the observations in a notebook or chart.
2. Compare. Take the children's observations and ask about similarities and differences. Which plant is taller? Which has the most leaves? How are these plants alike?
3. Sort and organize. Take the process to a more abstract level of thinking. As the children match, group, and organize material in many different ways, they begin to understand that objects can belong to more than one group at a time. What different ways do they find to sort the plants?
4. Wonder, predict, and hypothesize. This is the process of questioning and speculating based on what has been learned in the first three steps. Why do you think one plant is taller than the others? Is it the kind of plant, the amount of light received, or water? Based on what has been learned so far, what changes can we make and how will it affect the plants?
5. Experiment, test, and explore. Time to test out the children’s ideas and predictions. Test variance in light, water, soil, temperature.
6. Infer and record results to represent understanding. Help children document the findings of the experiments through drawings, charts, and dictated stories. What were the results of different variables?
7. Extend, expand, and apply. This is where the information gained from the experiment is applied to a larger field of experience. When the children have learned to use the scientific method in many different situations, then they “own” the skills. Consider trying to use these methods with new materials, and see if they work in different situations. This is the time for new activities that can inspire creative thinking.
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Bredekamp, S. 2011. Effective Practices in Early Childhood Education: Building a Foundation. Upper Saddle River, NJ: Pearson.
Day, C., Ed. 2004. Essentials for Child Development Associates Working with Young Children. Washington, DC: Council for Professional Recognition.
http://www.scholastic.com/resources/article/lets-investigate
Worth, K. & Grollman, S. 2003. Worms, Shadows, and Whirlpools: Science in the Early Childhood Classroom. Portsmouth, NH: Heinemann.