Overviews characteristics of preoperational thought, summarizes Piaget's theory of the peroperational child's view of reality, explores implications of the preoperational stage of development for early childhood science education, and provides general guidelines for an early childhood science curriculum. (Author/RH)

Noting that science, mathematics, and technology are the cornerstones of the schools of the future, discusses the criteria for evaluation of science, mathematics, and technology curricula, including learning environment, curriculum design, learning activities, and parent participation. Also provides strategies on how to improve and extend science…

Discusses the importance of science education in early childhood education and describes different approaches in incorporating physics into the preschool curriculum. Provides examples of experiments and encourages parent participation in children's science activities. Concludes by looking at science as an equity issue and emphasizes that science…

A participatory science workshop--open house was designed for parents and preschool children to explore together. Organizing and setting up are detailed. (HS)

Notes that children are scientists at play, positing theories and making observations about their activities. Suggests that successful early childhood science programs include open-ended, free-choice activities; a wide array of equipment; safe supervision; spontaneity; a variety of discovery locations; helpful print resources; and community…

Notes that children from birth to age 6 learn best through their senses and gain understanding when involved in activities that bring them into direct contact with the natural world. Suggests that the challenge for early childhood educators is to encourage students to use all of their senses and provide them with excursions outdoors to build…

Three principles that guide documentation and assessment of children's early science understanding are: collect a variety of forms of evidence, collect evidence over a period of time, and collect evidence on the understanding of groups of children as well as individuals. Information and insights gained from this process help teachers plan future…

Teachers' beliefs about science reform have an important effect on how science is taught. This article examines a kindergarten teacher's science curriculum as she seeks to implement five of Washington State's Essential Academic Learning Requirements (EALRs) for core concepts and principles of science. The authors examine factors that affect…

To support science inquiry in preschools, the Education Development Center in Newton, Massachusetts, developed three teacher's guides to help teachers identify science-rich questions embedded in children's play and use those questions to engage the children in age-appropriate science inquiry. This article follows three Head Start teacher teams as…

Offers two perspectives on starting science programs for children and teachers. The first perspective concerns the development of a science camp for young children. The second describes ways in which teachers bring about conceptual changes in the science education curriculum. Essential requirements for becoming science teachers are considered. (BB)

Describes a kindergarten activity of dissecting owl pellets as a vehicle for promoting new partnerships and friendships. Argues that pairing children for activities based on gender, varying ethnicities, and differing abilities allows children to break down barriers and gives them experiences with children other than their best friends. (SD)