Routledge Talking and Doing Science in the Early Years: A practical guide for ages 2-7

Young children are intuitive, emergent scientists - they observe, raise hypotheses, experiment and notice patterns. Most of our everyday actions at home and in other settings, inside and outside, have a scientific basis and it is through these early experiences that children formulate their ideas about the world in which we live. This accessible book introduces the simplest form of the principles and the big ideas of science and provides a starting point for encouraging children to have an interest and experiential understanding of basic science and engineering. It shows you how you can support young children in exploring everyday phenomena and develop their scientific language skills through readily available resources and hands-on experiences. Each chapter focuses on a different aspect of science and includes: a summary of the ‘big ideas’ to refresh your own scientific knowledge; numerous activities that encourage young children to observe, question and carry out their own investigations; a usefil list of everyday resources and relevant vocabulary. Providing a wealth of exciting, meaningful ways to promote scientific experiences and learning, this highly practical book will help you to build on children’s natural curiosity about the world and develop their understanding through your everyday provision in early years settings and at home. Review 'This is a very practical and helpful book that will help you to build on children's natural curiousity, generating scientific ideas, vocabulary and awareness through the home, setting, natural world around and everyday provision.' - Martine Hovath, Eye Magazine (Early Years Educator) 'This highly practical book will help teachers and parents alike to develop their children’s natural curiosity about the world around them … and have fun doing it too!' - Sue Fenoughty, NAEE Executive 'Throughout the text the reader is invited to engage with pertinent ideas and concepts to stimulate their thinking in order to develop their practice to promote children’s scientific interest and facilitate their understanding of science.' - Dr. Jenny Byrne, Senior Lecturer, The University of Southampton, UK About the Author Sue Dale Tunnicliffe is a senior lecturer in Science Education at the Institute of Education, University of London, UK.