Teacher as reflective Praction
Science Inquiry in Early Childhood Education Part 2: TEACHER AS REFLECTIVE PRACTITIONERWhat theorist (s) and/or early childhood approach (es) support and/or challenge your ideas about the nurturing of science inquiry in young children? The development of educational environments to promote scientific curiosity and playful exploration in young children can be accomplished through PLAY. And there are theorists who support my ideas about the nurturing of science inquiry in young children, as well as the teacher being a reflective practitioner in the classroom by removing herself from traditional textbook-based programs. Do you realize that when children are mixing paints, they are demonstrating the concepts of chemistry, and something as simple as a game of hopscotch builds aiming, jumping, and thinking skills? PLAY is learning and having fun at the same time. It is surely through play that infants and toddlers learn their way about the world and exercise their growing physical skills. Their ceaseless tasting, smelling, poking, prodding, looking, and touching define them as SCIENTISTS, forever wanting to find out "what" and "how." Who can say where PLAY ends and learning
How can we change this belief? During "play" time, the early childhood teacher's role is to develop scientists and capture girls' attention by encouraging them to PLAY with boys' action toys and pretend that they too are involved in exciting adventures. Finding purpose in PLAY, children commit themselves to PLAY wholeheartedly. For science, the learning activities can promote positive attitudes, lay the foundation for learning simple science concepts, and stimulate development of such process skills as observation, comparison, classification, prediction, and interpretation. Both believed that teachers should direct the hands-on learning through encouragement and guiding questions. The method also encourages cooperation among very young learners. Because those science habits begin young, the early childhood teacher's role in this massive effort cannot be underestimated. They are PARTEN (1932), whose PLAY categories have been useful for many years, and PIAGET (1962). But PLAY has logic to children, and the strongest evidence of this is the amount of symbolic PLAY that goes on all through childhood. Teachers should inform parents about the importance of science and offer activities to strengthen the school-home learning connection and to dismiss the idea that girls are NOT supposed to learn science. CAN CHILDREN LEARN SCIENCE THROUGH PLAY?Young children are natural scientists and their time spent at PLAY with common objects helps to reveal their intuitive grasp of simple scientific processes. Dramatic (or symbolic) PLAY, according to Piaget, is using materials in PLAY for a different purpose than the usual, for example, pretending that a block is a truck. begins, or where, at what point, random activity becomes abstract thought? Somewhere, and everywhere, in the activity of the under-threes lie the roots of thought, language, and conceptualization. New York, 2003Friedl, Alfred E.
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