The Importance Of Science In Education

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Early childhood teachers have a vital role in supporting children’s scientific learning, lead them to explore the environment and allow them to experience the fascination of science activities. Therefore, it is very important for early childhood teachers to have a sound understanding of designing play-based science programs, engaging children in the science activities and building upon their prior knowledge. From the perspective of a pre-service early childhood teacher, this essay will briefly introduce what I have learnt from the science classes and the academic readings, discuss the challenge that I encounter during this learning journey and what is my pathway to work on it. It will also outline the nature of science and technology, highlight the value of incorporating science activities and using technology in the early childhood context and explain how do they support children’s overall development.

Prior to this course, I reckoned science activities in the early childhood classroom would be intriguing and fresh for young children as I used to enjoy the scientific activities in my previous schooling experience. Similar to the mathematics subject, I believe science is embedded in our daily life and the early years is a good starting point for young children to engage in the science activities or programs. Although I recognised the importance and the advantages of designing science activities for young children, I did not think of teaching science to infants and toddlers before. My understanding of how to select and design age appropriate science activities for young children were unsophisticated. However, over the course of this semester, the knowledge that I learnt from the classes and the readings that I read have enabled me to understand the value of science experiences for young children in a higher level. I learn how to plan scientific learning experiences for children at different age groups now.

I used to think children who aged older than three are more suitable in engaging scientific learning experiences rather than infants and toddlers. This is due to the fact that according to Piaget’s cognitive development theory, young children at the sensorimotor stage have limited language and thinking
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