Chapter 11 ECE 102 The Discovery Area How the Discovery Area Promotes Development

Transcription

1 How the Discovery Area Promotes Development 1. Social/emotional development-children learn to work together as they explore, make discoveries, and solve problems. They learn to care for living things and class pets. 2. Physical development-children develop fine motor skills when they squeeze, pour, pick up, and measure ingredients for recipes. 3. Cognitive development-children use all the process skills when they observe and ask questions about the world around them. 4. Language development-children enhance language skills when they describe their discoveries and share experiences. Connecting the Discovery Area with Curriculum Objectives 1. Social/Emotional Development Demonstrates self-direction and independence Respects and cares for classroom environment and materials. Follows classroom rules Plays well with other children. Recognizes feelings of others and responds appropriately. Uses thinking skills to resolve conflicts. 2. Physical Development Demonstrates basic locomotor skills (running, jumping, hopping, galloping) Controls small muscles in hands. Coordinates eye-hand movement 3. Cognitive Development Observes objects and events with curiosity. Approaches problems flexibly Shows persistence in approaching tasks Explores cause and effect Applies knowledge or experience to new context Classifies objects Compares/measures Shows awareness of time concepts and sequence Makes and interprets representations 4. Language Development Expresses self using words and expanded sentences Answers questions Asks questions Comprehends and interprets meaning from books and other texts Writes letters and words

2 Page 2 Creating an Environment for Discovery Setting up the Discovery Area Location: 1. Near natural light Set up: 1. Table to hold displays and collections 2. Shelf to store discovery materials 3. Trays to hold related materials Suggested Materials: 1. Animals(s) and food 2. Animal houses (cages, aquarium, ant farms, etc.,) 3. Balance scales 4. Discovery tools (e.g., magnifying lenses, eyedroppers, tweezers, tongs) 5. Containers for sorting, classifying, mixing, and measuring 6. Seeds/plants for growing 7. Magnets and assorted objects 8. Collection (e.g., shells, seeds, rocks, leaves) 9. Paper and writing tools 10. Books, magazines, and posters related to displays Selecting Materials Basic Materials for Scientific Exploration 1. Exploring Science Animal housing cages, aquariums, bug catchers, ant farms Plants (non-toxic)/seeds and bulbs Pets Stethoscope Old X rays of bones or teeth donated by doctor, dentist, or veterinarian Collections such as leaves, twigs, shells, bones, feathers, pinecones 2. Physical Science Magnets of all shapes and sizes Collection of metal and non-metal items Prisms or sun catchers Discovery bottles (filled with different liquids and floating objects) Broken toys or small objects to take apart Balls (all sizes, densities, weights, and surface materials) 3. Earth and Environment Soil/rocks/water Tunnels, sieves, pitchers, colanders Clear plastic tubing/straws/shells Acquiring Materials Children can bring an interesting object to display Parents may be willing to donate items for a Discovery Area Businesses are good sources for donations

3 Page 3 Displaying Materials 1. Discovery Trays A collection of wind-up toys Magnets with metallic and non-metallic items Bowl of soil with sifters and colanders Assortment of seeds, tweezers, and egg carton for sorting Pairs of film canisters with objects inside to shake and match Texture matching cards or feely board Collection of shiny things (mirrors/cds) and flashlights Collection of metal toy cars and a variety of magnets Drinking straws and Ping-Pong balls. Broken toys to take apart Collection of things to spin Loose parts to build and create Small boxes (all shapes and sizes) for building and nesting Rotted-out log with popsicle sticks or spoons for digging, magnifying glass, bug container Separate containers with baking soda, flour, salt, vinegar, oil, red water, blue water, yellow water, and empty containers for mixing Magnetic marbles, cookie sheet, magnetic wands Collection of thing sot look through (e.g., sunglasses, binoculars, bottles of colored water, kaleidoscope, senses) 2. Sensory Table or Sensory Tubs Foam packing (biodegradable) Shredded paper with things hidden inside Fish tank pebbles Potting soil Dried unhusked corn to shuck Shredded paper, confetti Coffee grounds mixed with potting soil Seeds oobleck (cornstarch and water mixture) Grass slumps with roots attached Fresh herbs Ingredients to make playdough Bird seed with Funnels and cups Sand with Metallic objects hidden and a magnet Different kinds of ice with eyedroppers and warm, colored water Shaving cream and food coloring Mud pie-making materials dirt, water, pie tins, leaves, twigs Snow Flower petals Block of ice with salt used as glue for sculpting (gloves are helpful) Pumpkin insides

4 Page 4 3. Take-Aparts Telephones, toasters, record players, stereos, tape players, VCRs, answering machines, cameras, clocks, radios, sewing machines Safety goggles Tweezers Screwdrivers (short stubby ones that fit children s hands) Containers to put parts in Paper and markers to draw what s inside What Children Learn in the Discovery Area 1. Literacy Vocabulary and language Knowledge of print Letters and words Books and other texts Literacy as a source of enjoyment 2. Mathematics Number concepts Patterns and relationships Measurement Geometry Spatial sense Data collection, organization, and representation 3. Science Process skills Life Science Physical science Earth and the environment 4. Social Studies Spaces and geography People and how they live 5. The Arts Visual arts Music 6. Technology Awareness of technology Basic operations and concepts Technology tools The Teacher s Role Observing and Responding to Individual Children 1. Awareness 2. Exploration 3. Inquiry 4. Utilization

5 Page 5 Responding to Each Child Does the child: Explore the physical properties of the materials to figure out how they work? Appear curious about how things work and comes up with different ways to find answers Communicate about discoveries Work with other children in exploring objects and living things Connect discoveries with experiences Interacting with Children in the Discovery Area Good teaching involves knowing how and when to ask questions, make suggestions, or to say nothing Always ask yourself if your question will support or inhibit a child s exploration. Open-ended questions lead to problem solving. Frequently Asked Questions about the Discovery Area 1. I have a mental block about science. How can I teach about topics that I know so little about? 2. Should I conduct science experiments for the class? 3. My principle and some parents want me to teach topics like the solar system or animals of the rainforest. Should I?