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ERIC Number: EJ1200687
Record Type: Journal
Publication Date: 2019
Pages: 6
Abstractor: ERIC
ISSN: ISSN-0148-432X
Increasing Science Literacy in Early Childhood: The Connection between Home and School
Vahey, Phil; Vidiksis, Regan; Adair, Alexandra
American Educator, v42 n4 p17-21, 40 Win 2018-2019
Turning everyday activities such as baking into scientific activities is more than just fun: it is important for our children's futures. Science investigations provide an opportunity for children to learn about scientific concepts and listen to their peers, family, and community members, and to respond to their questions or ideas. It also provides them with an opportunity to ask and answer their own questions, build persistence, and improve their problem-solving and self-regulation skills, which are essential for academic success. As the world becomes increasingly science- and technology-oriented, all children need to become proficient in science, whatever their chosen field. STEM (science, technology, engineering, and math) education has become a national priority, and even early childhood teachers are expected to increase the quantity and quality of the science experiences they provide, particularly for their traditionally underserved students. In improving early childhood science experiences, parents can be a powerful ally. This article discusses simple changes parents can embrace in order to make everyday activities more scientific--for instance, asking: "Which objects float in the bathtub and which don't? Why might that be?" Or "Which glass holds more water--the tall, thin one or the short, wide one? How can we tell?" Or "While we are at the zoo today, let's think about some of the things that are similar among all plant eaters and some of the things that are different."
American Federation of Teachers. 555 New Jersey Avenue NW, Washington, DC 20001. Tel: 202-879-4400; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A