Qnet : Inquiry and Early Science Skills

1. Qnet: Inquiry and Early Science Skills October 11, 2012 Amy Carriere cesa10.k12.wi.us/qnet

2. Series History • As many of you know this was the first year that we had to worry about funding. It is why we have increased the cost of this series. To help with funding. In the past we have accessed many partners and grants to keep the cost low. This years partners are: • Importance of letting us know if you will not be here for a session you have registered for • Connection to PDP • Registry and University Credit

3. Series Format • Always start with food and camaraderie to encourage networking and resource development • Each session will start with a walk through the teaching cycle • We will start with a reflection on what we have seen children do, (observations-Six Simple Ways) • Look at how that works with our standards and expectations of children this age (Creative Curriculum, WMELS, HS Child Outcomes) • Look to see what skills we will see children display next • How can we plan activities to foster the development of these skills • We will then explore the content of the session • And end with action planning, from our observation, where do we go next.

4. Session Objectives • Explore the Teaching Cycle • Identify 6 Simple Ways to Assess • Identify early scientific skills and knowledge • Wisconsin Model Early Learning Standards • Head Start Child Outcomes • Creative Curriculum Child Indicators • Describe indicators of early scientific skills and knowledge for infants and toddlers and Preschoolers • Explain how infants and toddlers and Preschoolers acquire those concepts

5. The Teaching Cycle

6. Simple Ways to Assess • Parent Interviews • Self Portraits • Anecdotal Records • Scribbling Drawing Writing Samples • Developmental Checklists • Audio or Video Recordings

7. When you think of science in the early childhood setting, what comes to mind?

8. Scientific Skills and Scientific Knowledge

9. Learning AboutScientific Skills • Problem Solving • Reasoning • Communication • Connections • Representation

10. Activity: • Use pages 70-77; 82-86; 98-102 in Early Learning Standards book • Look at the child Sample Behaviors Column • Keeping the age range that you work with in mind, find 2 examples of each scientific skill that you have seen exhibited or are likely to see from children • Problem Solving • Reasoning • Communication • Connections • Representation

11. Learning aboutScientific Knowledge • Physical Science (group 1) • Life Science (group 2) • Earth and Space Science (group 3) • Technology (group 4) • Personal and Social Perspectives (group 5) • History and Nature of Science (group 6) National Science Education Standards (NRC 1996)

12. The development of inquiry and scientific skills begins at birth Children are born natural scientists curious about the world around them. It occurs in a very natural way through play, routines, and loving interactions with adults.

13. What we know about kids…

14. So now what? What do we do? What is our role?

15. Wisdom of Fred Rogers… • Questions are more important than answers

16. Wisdom of Fred Rogers… • Use everyday experiences • Children need to make sense of “their” world • Children have an inner driven sense of wonder-you don’t need anything fancy • Enjoy their thinking and how they figure it out, even if it is off-based, You don’t have to always supply the right answer, they will discover it • Take pictures of children’s engagement and faces of discovery during their process

17. Wisdom of Fred Rogers • Put it in context

18. Wisdom of Fred Rogers… • You are not alone

19. Questions lead to Adventures! Kids ask questions, a lot of questions! When we listen to the questions, then the magic happens.

20. Homework for Next time… • Observation • Please Bring for Next Time: • Homework • Folders • Nametags • Standards Books

22. University Credit • Even if you are remotely interested, Met up front for a moment. Sign up will only be at next session.