Educators and researchers agree that the first experiences in education are important for children's cognitive and linguistic development. During the last 30 years there has been a strong movement to improve the children's literacy level and it has resulted in a lot of information for parents on how they can improve their children's educational level by reading books, singing children's songs, playing to word games and noticing impressions.
It is a positive trend that should continue, especially if we take into account the importance of early literacy when learning to read and how it is reflected in a better academic performance in school and a better life success. But it's not just about literacy, we should also encourage STEM disciplines from a young age (science, technology, mathematical engineering). Early childhood is the ideal starting point for learning about science because it is when the little ones feel more curious and want to explore their surroundings.
The children have enough capacity to learn about science and their knowledge is often undervalued by educators and parents.
1. Encourage children to look at things
Look at things in the environment such as changes in the seasons, new plant shoots or how things move with the wind. Children tend to be more observant than adults, especially when we are busy thinking about work and things we have pending. Share the things you observe with your children and use language related to those observations, such as fixing and observing.
Observation is the most fundamental scientific process because it causes us to form hypotheses and collect data. With practice, children can go from looking at general things to more detailed or even scientific things.
2. Encourage children to describe the things they see and do
Ask the children to describe the attributes and characteristics of the things they see and do. If your child sees a ladybug, ask her to describe her color, shape and size.
Similarly, if your child is building something, ask him to describe what he is doing (or has done). You can paraphrase his description and extend his words, increasing his vocabulary and self-esteem using scientific language.
Only children who have been exposed to certain types of linguistic socialization are likely to opt for a science degree. Use words like predict, experiment and measure.
3. Ask more "what" instead of "why"
Ask questions that focus on what your child can see or ask, instead of why. This will allow your child to respond safely to the answers and feel that he has succeeded. It is much easier to answer "What's wrong with the bubbles?" than to "Why do the bubbles stay together?" and it also makes the discussion between you and your son flow.
What we want is to talk more with children and learn, instead of inhibiting them with questions that children (and sometimes even parents) cannot answer. There is nothing wrong with them not knowing why the bubbles stay together and look for the answer later. The first thing is to ask questions that children can answer.
4. Encourage children to count using one-to-one correspondence
Children have to be capable of more than just telling and they need to know that one-to-one correspondence exists: the fact that "one" equals one object, "two" two objects, "three" three objects and so on. successively.
Parents can easily develop this ability by asking their children, for example, to take five clothespins or two eggs to prepare a cake. You can also ask them how many shopping bags there are or how many letters are in the mailbox.
Board games are a good way for children to understand the correspondence one by one, especially if they have to move their chip on the board according to the number of the dice! It is only necessary to remember all those discussions playing Monopoly on what box was supposed to be the tab!
5. Encourage children to think about the space around them
Encourage children to reflect on the space they are in. If you are looking at a map of the zoo, ask them where they are in relation to kangaroos or lions. When you drive to swimming class, ask them to tell you how to get there.
You can also ask them to remember several landmarks when you drive to a place you often go to, such as grandma's house. These are skills such as recognizing your home from a photo taken from the street or describing where your room is in relation to the kitchen. Science has shown that there is a clear relationship between space capabilities and STEM disciplines.
Children can understand complex questions about the world around them if adults help them correctly. Early experiences with scientific subjects mean that they continue to want to learn about STEM disciplines (science, technology, engineering and mathematics) in the future. In line with some preschool education programs we want children to believe in themselves and to be involved in their education. We need children to feel they can "do" science, as well as understand and speak the language of STEM disciplines.
Unlike materials on learning to read and write, there are still few resources available for parents on how to develop scientific capabilities at an early age. However, there are many opportunities in everyday life for parents to help them learn about scienceThey simply have to know that they exist.
It is not about parents buying expensive toys, science kits or books where children have to fill in gaps. Nor do they have to have a science degree in order to teach their children things.
Waiting for the child to start school to learn about science is too late, in the same way as with reading. Parents can help their children to be able to learn and feel safe about science, technology, engineering and mathematics from an early age.
Author: Kym Simoncini, Adjunct Professor of Infant and Primary Education, University of Canberra.
This article has originally been published in The Conversation. You can read the original article here.
Translated by Silvestre Urbón.
Photos | Pixabay
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