Learning Centers: Physcial Science

Educational Value:

1. The opportunity to come to know first hand how to use scientific instruments of investigation is offered here.
   
   
2. The building of scientific vocabulary in the identification of things as well as in the noting process take place here.
   
   
3. The opportunity to learn and practice the scientific method as the primary tool of investigation is made available.
   
   
4. The social skills and language skills needed to share findings emerge both in individual encounters and in group meetings.
   
   
5. The opportunity exists to unite mathematics and science as part of the same unit of study along with the introduction of books as an additional resource.
   
   
6. Pride emerges in contributing to the area by offering materials and ideas. This fosters the growth of self-esteem.
   

From infancy, children explore the physical things in the environment around them. They explore everything with all of their senses. As they grow, they retain their need to understand this physical world. If you have taken children on a field trip, you know how important it is that they be in a place where it's acceptable to touch what they are seeing. They have many questions about how things work; and they want to try these things themselves. People who design museums for young children understand this need and plan exhibits which allow for direct contact with materials.

Your programme is a children's museum. Your center for physical science is a place where exhibits and the tools of this science are introduced and explored freely. Since there are many tools and many topics, the center is an ever-changing place. Leave things there for as long as they are being used regularly; and then remove them. Replace them with new tools and materials. The secret to success in this is to be a good detective yourself. Placing the items which will mean the most at a given time is the essential ingredient in good or effective teaching. Listen to and watch the children to know what these might be and when to make them available.

Science teaching does not begin in elementary school. I begins as early as a baby enters this world. The questions are endless. The materials to explore the world are readily available. You do not have to know the answers; for your best reply is "That's a wonderful question! What might you need to do to find out?"

Many teachers ignore this area, because science was not a strong subject for them in school. Children will teach science to themselves and each other, if you give them the time, a place, some materials, and much enthusiastic support. They will learn that you do not have all of the answers; and they will learn that asking questions is sometimes more important. Most of all, they will learn how to observe and how to keep records on their observations. They will find out how exciting it is to see things for the firs time and to have an adult support their excitement. Some of their findings will take place at the Physical Science Center itself; some will take place in the biggest canter, the world itself.

Some of the best teaching is done when the teacher gives no answers; but instead asks the child to estimate or to suggest ways in which an answer might be found. Giving the answers can turn off the curiosity.

Be sure to record findings as well as questions. Also, give individual children the credit for their suggestions, ideas, or findings. Ask hem to share their findings with others at group time. Write challenge questions to post in this area. You will find that parents will enjoy trying to answer them also, when they accompany the children to the area.