Early explorations in science (2nd ed.)

How do young children develop scientific understandings, skills and attitudes?

What is effective scientific teaching and learning in the early years?

How can early years practitioners be creative providers and develop awe and wonder of the world in the children they teach?

Early years education has become firmly established as an important part of education.

The 2nd edition celebrates good scientific practice in the early years, that is, with children up to 8 years of age.

It aims to: support good practice in developing scientific understanding, skills and attitudes in the early years (0 to 8 years of age) help early years practitioners to be creative providers and develop awe and wonder of the world in children they teach be accessible support for those practitioners involved in the effective delivery of the curriculum for the Foundation Stage of Learning and Key Stage 1.

The book explores issues such as the range, nature and philosophical underpinning of early years experiences and the development of emergent scientific skills, understandings and attitudes.;It also considers how practitioners can develop creative scientific experiences and support children in their early scientific explorations.

New features for the second edition a focus on the development of early skillsthe importance of play in early developmentthe importance of skilled interaction with well-trained adultsthe importance of informal learning (pre-school and home) the importance of a motivating learning environmentThe book has been made more relevant for a range of practitioners concerned with the care and education of young children.

It also is relevant for modern curricular changes, linking with the Foundation Curriculum for 3-5 year olds and the National Curriculum 2000 for 5-8 year olds.

Throughout new research and thinking in early years and science education have been introduced and discussed, making the edition relevant for current practice.Chapter 1 contains new information on the very young child and the philosophies which underpin current practice in the early years.

Chapter 3 is a new chapter which focuses on early years conceptual understanding and thinking skills.;It considers the different ways that young children perceive the world around them, the factors affecting their cognition and the implications for practitionersChapter 5 draws upon the new primary strategy and extends the concept of creativity in teaching and learning.

Throughout there are new examples of teaching and learning in action.