If you have ever watched a young child collect rocks or dig in the soil looking for worms you probably recognize that children have a natural tendency to enjoy experiences in nature. Young children actively engage with their environment to develop fundamental understandings of the phenomena they are observing and experiencing.
They also build essential science process skills such as observing, classifying, and sorting. These basic scientific concepts and science process skills begin to develop as early as infancy, with the sophistication of children’s competency developing with age. There are several reasons to start teaching science during the early childhood period.
First, children have a natural tendency to enjoy observing and thinking about nature. Young children are motivated to explore the world around them, and early science experiences can capitalize on this inclination.Exciting engagement with quality science-based learning experiences is vital to help children understand the world, collect and organize information, apply and test ideas, and develop positive attitudes toward science Quality science learning experiences provide a solid foundation for the subsequent development of scientific concepts that children will encounter throughout their academic lives. This foundation helps children construct understanding of key science concepts and paves the way for future learning of more abstract ideas.