Jane Catto explains how hands on, child-led science looks in her EYFS setting.
Jane has been a science-mad EYFS teacher for many years and also works as a Regional Rep for the Ogden Trust, helping schools across the region develop their science provision. She is a fellow of the Primary Science Teaching Trust and is passionate about sharing creative science ideas with fellow teachers.
Why do you think it’s so important for science in schools to be child-led?
Children are naturally inquisitive, active learners with a desire to find out about the world around them in a hands-on (often messy!) way. In my experience as a Reception teacher - when given the opportunity to play and explore in a child-led way - learning is usually deep and highly motivating for the children. They use all their senses, make discoveries and talk about what they are noticing. Learning spills over timetabled lessons, over restrictions of space and resources, and children are highly inventive - for example using the spades from the sand pit and cups from the role play house to catch the spiders they have seen and want to find out about. They tell their friends, their teachers, their grown ups - often in loud excited voices. The excitement is contagious!
“Children brought pieces of ice inside to put in bowls on the radiator and window sill - and couldn’t keep away - checking and commenting on what was happening every few minutes!”
What do you wish you had found out earlier about teaching science to EYFS children...a lightbulb moment?
A nicely organised mini science lab, with no modelling of how to use it - looked amazing but it lasted seconds!
Can you give some examples of how you or people you know have facilitated child-led learning in EYFS - in science in particular?
When children found a ladybird in the outdoor area they were so excited and all wanted to hold it. A bug hotel was constructed with crates and all the children helped to fill it with natural materials. They decided they wanted magnifying glasses, spotter sheets and cameras to record what they found inside. When the children arrived one winter morning and the water in the mud kitchen had frozen they wanted to play with the ice. This led to lots of descriptive learning and child-led investigations being constructed by the children to answer their questions (and solve an argument!) about how the ice could be melted quickly. Children brought pieces inside to put in bowls on the radiator and window sill - and couldn't keep away - checking and commenting on what was happening every few minutes!
How do your pupils share their science discoveries?
Many are shared in the joy of the moment! Captured with photos and quotes or on learning stories. Others are more planned and guided so children can link their interests to new science learning - e.g. when asked to predict what might happen to gingerbread men biscuits that had 'fallen into puddles' of different liquids (water, milk, vinegar and oil) they were amazed to notice that the biscuit in oil didn't go soggy like the rest and wanted to tell every adult who walked through the classroom what they had discovered!
Can you recommend any resources that support child-led science in EYFS?
The newly developed 'Play, Observe and Ask' resources on the PSTT website provide EYFS practitioners with a wealth of ideas for science activities in different areas of continuous provision. The free to download provision maps cover a range of topics and stories and encourage a hands-on, playful approach to helping children develop their science understanding through questioning.