CREATIVE SCIENCE SCIENCE AND THE YOUNG CHILD - PowerPoint PPT Presentation

Loading...

PPT – CREATIVE SCIENCE SCIENCE AND THE YOUNG CHILD PowerPoint presentation | free to download - id: 234ea-ODFlO



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

CREATIVE SCIENCE SCIENCE AND THE YOUNG CHILD

Description:

... or cutout, pasted animals onto booklets, murals, jigsaw puzzles or puppets. ... center, you might choose simple puzzles with nature themes and shells and ... – PowerPoint PPT presentation

Number of Views:71
Avg rating:3.0/5.0
Slides: 19
Provided by: ruch3
Learn more at: http://gozips.uakron.edu
Category:

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: CREATIVE SCIENCE SCIENCE AND THE YOUNG CHILD


1
CREATIVE SCIENCESCIENCE AND THE YOUNG CHILD
  • Science consist of two phases or parts that
    cannot be separated investigation and knowledge.
  • IMPORTANCE OF SCIENCE
  • It is found that investigating is much more
    important than knowledge that comes from
    investigation. Process over product?
  • To provide the experiences children need to
    develop scientific creativity.
  • Teachers must understand the importance of
    science and must help children investigate in
    order to find answers to questions about the
    world.

2
  • There are 3 types of science experiences for
    young children
  • Formal science
  • Informal science
  • Incidental science
  • Science is important to young children in a
    number of ways.
  • While investigating they are learning by
    doing--the most effective way for young children
    to learn.
  • Help young children develop skills in using their
    senses. Educator use the term transfer of
    learning to describe knowledge and skills that
    are gained in one area and used in many other
    areas.
  • Science allows children yet another chance to
    exercise their creative abilities.

3
TYPES OF SCIENCE ACTIVITIES
  • FORMAL SCIENCE
  • Formal science experiences are planned by the
    teacher to develop particular skills.
  • INFROMAL SCIENCE
  • Calls for little or no teacher involvement.
  • Children spend as much or as little time working
    at a given activity as they desire.
  • It is when this sort of openness is available to
    children that creative potential beings to
    develop.
  • This kind of activities occur in discovery
    (science) center.
  • INCIDENTAL SCIENCE
  • Cannot be planned.
  • Teacher can however, take advantage of such an
    opportunity by letting children explore and seek
    answers to questions and to be more inquisitive
    and creative.

4
ART AND SCIENCE
  • AESTHETIC AND SCIENCE
  • Aesthetic means being sensitive to beauty in
    nature and art.
  • Such sensitivity is fostered by experiencing it
    in a variety of forms.
  • For young child, nature is an especially
    appropriate avenue for a sense of aesthetic.
  • SCIENCE AND ART MATERIALS/ACTIVITIES
  • Children working with art materials make
    scientific observations.
  • Experimentation with art materials may lead to
    many other discoveries about cause and effect.
  • The potential for developing science concepts is
    in the art materials and in the processes-ready
    to be discovered and applied.

5
  • Animals link science and art.
  • Childrens natural love of animals is a good
    place to begin when planning art activities that
    encourage science experiences.
  • Teachers create opportunities for guided learning
    about animals by
  • Providing art media and materials for children to
    use.
  • Engaging children in discussion about animals.
  • Reading stories.
  • Showing pictures
  • Singing songs about animals.
  • Learning about animals and pet can also take
    place as a result of spontaneous discovery and
    subsequent engagement in teacher-guided art
    activity.

6
  • Some activities that expand further on the
    concept of animals/pets and art activities.
  • Encourage older children to draw, paint or model
    representations of their pets doing something
    characteristics.
  • Offer a variety of boxes, trays, and found
    objects that children can use to make zoo cages
    or farm environments
  • Provide opportunities for children to make their
    drawings, paintings or cutout, pasted animals
    onto booklets, murals, jigsaw puzzles or puppets.

7
THE DISCOVERY/SCIECE CENTER
  • The discover center should have things for the
    children to do.
  • Most teacher use a sand and water table in the
    discovery center, even cooking activities can be
    done.
  • The discovery center can hose plants and animal
    for the children to observe.
  • In formal science activities, younger children
    need clearly defined steps to gain from science
    activities.
  • To keep the objective of an experience evident to
    the children, avoid using materials with
    irrelevant, distracting details.
  • Please note that the non-food materials must be
    small enough to swallow.
  • Thoughtful questioning, careful listening to
    childrens replies, and comments form the teacher
    guide forms of science activities in the
    discovery center.
  • The discovery center is the place where children
    learn the creative thinking and problem-solving
    skills that are foundation of the National
    Standards.

8
ENVIRONMENTAL EDUCATION
  • Children need to learn about their environment
    because their lives depend on that environment.
  • Activities that help children understand their
    environment can also help them become more
    creative thinker.
  • TYPES OF ENVIRONMENT
  • Consist of man-made (home, school, neighborhood)
    and natural (natural things and natural
    happening) environment.
  • Nature influences people people influence
    nature. Children must be taught how to
    manipulate and influence both.

9
  • ECOLOGY. The study of all elements of an
    environment both living and non-living, and the
    interrelation of these elements.
  • To truly grasp the concept of ecology, young
    children need an opportunities to observe the
    total process rather than just a potion of it or
    only the finished product.
  • Children should develop an understanding of
    types of resources and changes in
    environment.
  • These early experiences in ecology will provide
    students an eventual understanding and
    appreciation for their part in protecting the
    environment.

10
ENVIRONMENTAL ACTIVITIES IN SCHOOL
  • In the early childhood years, the teacher can use
    everyday experience to point out to children the
    importance of caring for the environment.
  • GETTING STARTED
  • Getting young children outdoors to touch and
    experience nature is the starting point for
    learning about ecology and the environment.
  • Small reading groups, project work, other
    academic work, along with music, dance, art
    activities can be effectively carried out in the
    outdoors.
  • TEACHERS ROLE
  • The teachers most important role is sharing
    enthusiasm, curiosity, and wonder
  • When ideas, feelings are shared with children, it
    encourages exploration and child-adult
    conversation.
  • In middle and upper elementary grades, as
    children become more familiar with their world,
    the teacher can guide them to observe changes

11
  • ART AND ECOLOGY
  • Art, music, dance, movement, and storytelling all
    provide opportunities for children to express
    their interests and discoveries developed through
    environmental education.
  • Some specific activities on environmental
    education and ecology for children of all ages.
  • When someone in the classroom breaks a toy or
    piece of equipment, use the opportunity to talk
    with them about the consequences.
  • Help children use materials conservatively by
    saving and reusing.
  • Encourage them to help care for and clean
    classroom furniture.
  • Discuss with the children the importance of
    caring for books.
  • Snack times offer an opportunity for children to
    learn to conserve.
  • Before going on a picnic, remind them to pick up
    the trash
  • Encourage appreciation for the jobs of the school
    janitor and garbage collectors.

12
  • PETS IN THE CLASSROOM
  • Through observing and caring for pets in the
    classroom, children can
  • Grow in understanding the needs of animals for
    food, water as well as safe, clean housing and
    attention.
  • Grow in appreciation for the beauty, variety, and
    functional physical characteristic of animals.
  • Grow in the compassion for and humane treatment
    of animal.
  • Obtain inspiration for many language experiences
    and creative activities.
  • Besides caring for pets, some other activities
    that might be inspires by the presence of pets in
    the classroom are the following
  • Discuss the way pet feel, how they look, etc.
  • Write experience chart about their care and
    characteristics.
  • Tell original stories based on pets.
  • Draw, paint, or model the pet out of clay
  • Take a trip to a pet shop or zoo.
  • Show pictures of animal.
  • Older children can keep journal on their daily
    observations of class pet

13
(No Transcript)
14
OUTDOOR SCIENCE
  • BEGINNING ACTIVITIES
  • Children can learn about different things about
    nature by being outdoors.
  • Young children also need to realize that nature
    is all around then and that wildlife can be found
    anywhere.
  • Ideas on how to begin with simple experiences
    include
  • Watch a bean seed sprout
  • Playing with snow in the texture table.
  • Watching birds and squirrels
  • Walking barefoot in the grass and sand before
    wading in a shallow stream.

15
  • INTRODUCING NATURE-RELATED MATERIALS INTO THE
    DIFFERENT LEARNING CENTERS
  • To add nature-related materials to the
    manipulative center, you might choose simple
    puzzles with nature themes and shells and pebbles
    of different colors and sizes.
  • Materials form the outdoors also make wonderful
    addition to the art center. Audiotapes of sounds
    from the nature can be added to music or
    listening center. The dramatic play area too, can
    be enriched with outdoor materials.
  • GARDENING
  • For children to be creative gardeners , they
    should be given some choices.
  • Older children can measure and record the growth
    of their seeds, they can compare and contrast the
    differences in growth.
  • BIRD FEEDER
  • Children can try to design bird feeders and build
    them in some way, or they can design the feeder
    and their parents can help them build the
    structures.
  • Children can experiment with the kind of food
    attract various birds. Older children enjoy
    learning the names of the birds they see at the
    feeder.

16
  • CLOUD AND SKY WATCHING
  • Children can lie on the ground and look for
    different shapes of the cloud.
  • Teacher can support their learning by answering
    their questions and asking them to make up a
    story about clouds.
  • THE SOUND OF NATURE
  • Walking in the woods or along a busy street can
    be made exciting by listening to the sounds.
  • WHAT HAPPENS TO RAIN WATER.
  • ANIMAL HIDING PLACES

17
  • PLANTS IN THE ENVIRONMENT
  • Teachers need to provide children with
    necessary items and activities to experience
    plants in the environment.
  • Make seed catalogs available in the book center.
  • Seeds can be planted in pots by the children.
  • Press sticks down into the soil by the seed to
    measure the height of sprout.
  • If seeds dont grow, dig them up to see what
    happened.
  • Help children to build a greenhouse model.
  • Seeds of various kinds can be broken or cut open
    and studies to observe the small plant inside.
  • To see roots, stems, and leaves forms, make a
    plastic bag greenhouse.

18
  • WATER PLAY EXPERIENCES
  • Objects that lead the child to science
    experiences might include the following
  • Sponges, corks, and light pieces of wood.
  • Funnels strainers, colander, plastic tubing, and
    siphons.
  • Spray containers, sprinklers, squeeze bottle,
    water gun.
  • Paintbrushes, paint rollers and washcloth
  • Spoon, dipper, plastic syringe
  • Safety tips
  • Always have an adult with the children in any
    water play.
  • Never use breakable materials.
  • Develop water play rules with the children
About PowerShow.com