How does it fit or How do I fit?In the book, The Young Child as Scientist, the authors explain that usually experimentation is the major way that young children construct knowledge. However when dealing with the natural world and living things, it's a different approach. For example, If a child were to ask, "What would happen if I squeeze the worm?" It's not ok to let the child do this. Our goal for sciencing with young children is to stimulate the child's sense of wonder and appreciation of the natural world.
Therefore, the alternative to experimentation is observation. Not passive observation but participation with what one is observing.
Through participating with and observing nature, children go beyond just knowing the differences between ourselves and other living things. It's important to focus on the continuum of change instead of just beginning and end points. Not just classifying the natural world into: animals that are meat-eaters or plant eaters, bugs that fly and bugs that don't fly.
We want to emphasize an understanding of the complex connections between animals and plants, between humans and other living things, etc... We do this by focusing on both similarities and differences at the same time.
Chaille and Britain pp 131-136
As children witness and create more changes themselves, they become more sophisticated about how things change. They begin to understand and consider intermediate states between two extremes. Often we overly emphasize extremes with children, that tree is tall, that tree is short. Making butter provides a rich opportunity for children to actually think about degrees of a substance. For example, the cream is liquid to begin with and each time we shake it, it becomes thicker and thicker. Taking the time to show children this process is an important step in their cognitive development. The extra benefit of food preparation with children is it also engages their sense of taste which is usually a high motivator!
As children witness and create more changes themselves, they become more sophisticated about how things change. They begin to understand and consider intermediate states between two extremes. Often we overly emphasize extremes with children, that tree is tall, that tree is short. Making butter provides a rich opportunity for children to actually think about degrees of a substance. For example, the cream is liquid to begin with and each time we shake it, it becomes thicker and thicker. Taking the time to show children this process is an important step in their cognitive development. The extra benefit of food preparation with children is it also engages their sense of taste which is usually a high motivator!Constructive Play p13
George Forman
Fleet Hill
Lots of experimentation going on here with the ramps, balls, and tunnels. This is why I feel it's so important to continue our investigations with many of the same materials from week to week. This allows the children to further explore these materials (with some small additions each week) and also emphasizes to the child to find new ways to use these familiar materials. Also, I think it's important for children to have time and opportunity to construct their own learning. So, if a child spends one whole class playing in the "Garden" area, he or she understands that next week he will have a chance to do the water table or ramps and balls. It doesn't create a "rushing" or "frantic" play where the child isn't encouraged to think or have a long attention span.
S. rolls the ball down the tunnel.
He observes the result.
He decides a new position on the tunnel could be interesting, but realizes he can't reach the opening to roll his ball down.
Then he understands that he must twist his body and switch hands with the ball in order to accomplish his goal.
I believe it's important for the children to not misunderstand "sciencing" for Magic. Often science does appear this way to children. We plant a seed and then Voila! A plant is there a few days later! By wrapping a seed in a wet paper towel and placing it in a plastic baggie, the children can unwrap them during the next class and observe the changes, and this continues each week until they are big enough to plant in the garden!
Lots of experimentation going on here with the ramps, balls, and tunnels. This is why I feel it's so important to continue our investigations with many of the same materials from week to week. This allows the children to further explore these materials (with some small additions each week) and also emphasizes to the child to find new ways to use these familiar materials. Also, I think it's important for children to have time and opportunity to construct their own learning. So, if a child spends one whole class playing in the "Garden" area, he or she understands that next week he will have a chance to do the water table or ramps and balls. It doesn't create a "rushing" or "frantic" play where the child isn't encouraged to think or have a long attention span.
S. rolls the ball down the tunnel.
He observes the result.
He decides a new position on the tunnel could be interesting, but realizes he can't reach the opening to roll his ball down.
Then he understands that he must twist his body and switch hands with the ball in order to accomplish his goal.
I believe it's important for the children to not misunderstand "sciencing" for Magic. Often science does appear this way to children. We plant a seed and then Voila! A plant is there a few days later! By wrapping a seed in a wet paper towel and placing it in a plastic baggie, the children can unwrap them during the next class and observe the changes, and this continues each week until they are big enough to plant in the garden! 
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