EDU30002 Report: Science Education in Early Childhood Years

This report delves into the crucial role of science education for children aged birth to 8 years. It emphasizes the importance of science in developing critical thinking, problem-solving skills, and a strong understanding of the world. The report covers various aspects, including the importance of science teaching, conceptual understanding of science categories (biology, chemistry, earth science, space science) for different age groups, and the integration of digital technologies. It also discusses the Victorian Early Years Learning and Development Framework, teaching approaches, and specific requirements for effective science learning. The report highlights the significance of observation, experimentation, and inquiry-based learning in fostering children's curiosity and knowledge. It also underscores the need for teachers to create engaging and innovative learning environments using visual aids and storytelling techniques. The report concludes with recommendations for implementing effective science education practices in early childhood settings, contributing to the holistic development of young learners.

Running head: EARLY CHILDHOOD EDUCATION AND CARE
EARLY CHILDHOOD EDUCATION AND CARE
Name of the Student
Name of the University
Author Note

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Executive Summary
The report has shed light on the learning perspective and perception of learning at the early
childhood age on or below 8 years. The reason behind the perception of learning science is to
develop their thought process and understanding and make their mind critically strong. These
are the aspects that create new thinking in learning and provide the better experience for
children. Brain development is non-linear at present and there are prime times for obtaining
the skill and knowledge for children. Use of Botany, Chemistry, Earth-science relation and
Space science process and their understanding is crucial for children and their understanding
over these are noted. Victorian Early Years Learning and Development framework has been
discussed along with the learning process at that time and that provides a completely separate
scenario of managing learning.

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Table of Contents
Introduction................................................................................................................................3
Importance of science teaching..................................................................................................4
Example and conceptual understanding of science categories for infant, toddlers and early
year’s primary school.................................................................................................................5
The chosen teaching approach and specific requirement for children aged between births to 8
years...........................................................................................................................................8
Explanation of science framework in Victorian Curriculum and years learning.......................9
Conclusion and Recommendation............................................................................................10
References................................................................................................................................11

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Topic: Importance of science learning for the early aged children and implementation
of digital technologies for the development of their learning experience.
Introduction
Early thinking and learning for children are essential for their growth and
development. The process of critical thinking have started from the very beginning and they
have accustomed with the learning process. Most of the children have the domain-specific
knowledge and they are skilled in some sections, however complex skill and knowledge are
required for the development of their own upgradation (Black et al., 2017). The key aspects
of early childhood process is to socialise children, provide them a concept of cooperation in
professional way, and encourage them for the holistic development. The development of
value education through experience, learn them to respect, motivate them for teamwork,
develop the sense of resilience, improve their concentration, make them patience, grow
confidence and self-esteem and make them expose for diversity.
The major reason for introducing science learning at early ages is to develop patience
and perseverance in kids. Scepticism is one of the processes that introduce some logical
understanding and complex mindset for children and the process has started from that time.
The communication process is also developed through the matter. In case of future, strategic
application and solving process have been followed. Thus, this is one of the important
subjects that create the path of life and understand the value of skill. In case of the job,
students have a good future over here and then also critical understating over a situation is
needed, thus the process of inclusion of science in early age is necessary and important.
Importance of science teaching
Science teaching is important for the basic development of the student’s mind, their
thinking and knowledge. As commented by Popkewitz (2012), the value of learning science

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is essential as the process includes testing of ideas, solving problems, building confidence,
and to make sense with the realism of science and technology. In case of creating new things,
effective peer relationship and proper interaction process will develop through the process.
 The science learning process is the basic motivator for children and through the
process invention, creativity and curiosity persists.
 Understanding of evolutionary change and to grow their mind of future is the need of
science learning.
 Knowledge is another reason that can be sourced from science learning.
 Observation, hypothesis, experimentation, interpretation all these things are evolved
through the learning and children should know the basic science just because of that.
 Some of the child-centred activities in science teaching and that is the reason easy
way of science learning understanding.
 For the educational purposes in future, the understating is essential for the
development.
 The learning session will help children to introduce them with the outer world.
Children have made up their mind to learn and explore and the teacher will help them
to achieve that process.
 Exploration of rich content and improvise session of learning is there and those
contents are helpful for the early aged students (Weisleder & Fernald, 2013).
 Language, control, physics and biological knowledge along with the early
mathematical understandings are the major challenges that students have faced in
their early life.
These are the importance of science implementation as the development of skill level
grows at that situation and most of the learning approaches have come through this process.
Subject understanding of science and skill monitoring is the key approach that changes the

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mentality of students. They are evaluative and understanding as well and that is the most
important fact in for the early childhood learning.
Example and conceptual understanding of science categories for infant, toddlers and
early year’s primary school
The future of childhood education is virtual. Most of the schools are adopted the
image, infographic and charts for the understanding of students. The teaching technique has
been changed since the technological revolution. The technological boost and use of graphics
have been introduced for the simplification of leaning. Science has its own way of
understanding and sharp evaluation process will be there for the formulation of success. As
stated by Driver et al., (2014), data collection, analysis, evaluation and organizing expertise is
implemented in schools. Inquiry-based teaching is the only way that makes proper
justification of data collection and evaluation. The conceptual understanding starts from
notice, wander and explore situation for students is the first aspect of conceptual
understanding. Then students take some actions and raise questions that come in their mind
over different issues (Garner et al., 2012). After the clarification of questions they think about
the about the application of the process and that generates possible answers as well. Focused
engagement over the exploration is important and that has a specific circle to follow.

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Figure 1: Conceptual understanding of science learning
(Source: Campbell et al., 2014)
In the case of biology, significant changes in life and lively things are the basic
concern. Demonstration of learning thing and part of life is associated. The personal values
and senses for the lives is the key matter in this aspect of science. As concerned shared by
Banks (2015), eating habit of people, living habit, personal hygiene difference are directed
through biological study. Thus, students need to understand the importance of biological

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study. Collection of living data at the primary level and their growth is another
interdependent process of skill and development. The range of classified version and
evaluation of opportunities and learning can be accessed through the process. The sampling,
surveying, sorting and observing is the right way of defining the living process and students
will impose their knowledge to understand that fact (Timmons et al., 2012). These are the
reason biology is necessary from the early childhood to provide knowledge about the life and
its associated factors of life. Taken for instance, video and practical presentation is the key
approach that can be considered and is the easiest way of delivering knowledge to the
student. Visual representation help the hildren to understand the learning modules more
effectively and also help them to implement the knowledge practically in suitable situations.
In the case of applied chemistry, the process of making medicine is the basic way of
application that used from the students perspective. The informed decision of chemical law,
molecules, periodic table, projects and experiments, biochemistry, scientific methods and the
importance of physical chemistry are the several highlighted sections that aligned with the
product culture. As commented by Harackiewicz et al. (2012), the basic knowledge of
chemistry is about making product level and compose them in a formative way. Students
need to know these things and understand the process of analysing those equations. There are
some critical reactions and equations also, which students have to understand and then follow
the understanding over the process. Better career opportunities and project scope for the
future is there and the importance of chemistry. The example of making some solution that
presented in a practical way is the key process that makes proper understanding level.
The advocacy from the students in case of earth science is significant and at the
school level, this is quite a bit tough for students to understand. In case of future
understanding, the process is unique and has a great scope of research and development
(Hargreaves, 2017). This is difficult to start at the kindergarten level but the science

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education infrastructure in the geological aspect is depending on their future understanding.
The capstone science project and align with the geological things are important in that case.
The instrumental requirement and core parts of national economies and students will
understand as per their knowledge (Anders et al., 2012). The sense of earth-science model,
concept, theories and education also contribute to the public decision-making process and
help students to evaluate the knowledge and options they have for decision making process.
The earth science process needs some virtual or visual presentation that shows elaboration of
the process in a simple way.
Space and dynamic relationship with earth with the existing solar system is the main
concern of geology and amalgamation of science process is important in that case. Schooling
has that developed scenario of understanding and teachers always try to provide an exact
view of earth and space-related approach to their students (Karmiloff-Smith, 2018). At the
very beginning, children love to listen to those process and they have associated with space
science. Some questions arise, some of them are invalid though, but the interest is the main
concern that influences the study at a different level.
The chosen teaching approach and specific requirement for children aged between
births to 8 years
There is some specific teaching approach that help more effective classroom setting
and an efficient session of discussion. The effective library practice and a proactive approach
are there and several teaching methods are there that helps students to evaluate their position
as well.
Start and slow approach to learning is effective and active learning process will be
impactful for students (Schonert-Reichl et al., 2015). At the initial time, students' needs time

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to evaluate the process, after that they are accustomed to that can help the children to
progress.
The change of course and start with some easy lesion will grow the interest of chilren.
The students will understand their lesion easily and they have found that process good and
effective.
Use of presentations, picture and infographic will help to understand the thing
effectively (Schonert-Reichl et al., 2015). This is the improved scenario that instigates
students to make the easiest way for students.
Avoiding rude behaviour and incorporating scientific approaches are the basic traits
of the teachers that helps them to make children learn effectively. Virtual teaching scenario
and simulation is the better process of subject understanding. An innovative way of teaching
is the major process that helps students to achieve their goal.
In the process of storytelling, teachers explain the biology or physics. This is a
scenario that makes a clear concept of learning and development (Schonert-Reichl et al.,
2015). Through the activities, students should learn some new concepts and that will be
fruitful for them as well.
Explanation of science framework in Victorian Curriculum and years learning
In the case of Victorian Early Years Learning and Development Framework, some
efforts and specifications of early age learning were science learning process that makes more
sense in learning. Children had a strong sense of identity. The sense of confident and
involvement with effective communication help student to learn at the school. The process
highlights the prominence of supportive children's and families' changeovers at the early
childhood period was important in this prcess (Rennie, 2014). The recognition of aboriginal
culture and sense of place in community and learning experience from the local communities

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is the crucial matter in that case. The process pursues to distinguish all children rights.
Holders and bursting is associated with skilled contribution of students in their communal
worlds. The right of life and development, the right of discrimination and the right of best
interest that upheld in the situation is the key process that had been maintained by Victorian
Early Years Learning and Development Framework (Weisleder & Fernald, 2013). The child
is associated with family, culture and experience and after that, some ethical influence is
there. Victorian Early Years Learning and Development Framework is a networking process
that makes the extended situation of learning and that makes developing an aspect of children
and families.
Conclusion and Recommendation
It is hence concluded that early childhood and care is the reason for believing children
approach towards the study. Leaning science needs practices in a notable way. The resources
deliver detailed practice instances, case studies and direction about how the Preparation
Values can be used to maintain children's knowledge and development. Their learning has
facets like biology, chemistry, earth science and global science and all those processes are
important for the development of students’ understanding. Victorian Early Years Learning
and Development was the key foundation at that moment and support from primary and
secondary developmental path is associated with the learning process.

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References
Anders, Y., Rossbach, H. G., Weinert, S., Ebert, S., Kuger, S., Lehrl, S., & von Maurice, J.
(2012). Home and preschool learning environments and their relations to the
development of early numeracy skills. Early Childhood Research Quarterly, 27(2),
231-244.
Banks, J. A. (2015). Cultural diversity and education. Routledge.
Black, M. M., Walker, S. P., Fernald, L. C., Andersen, C. T., DiGirolamo, A. M., Lu, C., ... &
Devercelli, A. E. (2017). Early childhood development coming of age: science
through the life course. The Lancet, 389(10064), 77-90.
Campbell, F., Conti, G., Heckman, J. J., Moon, S. H., Pinto, R., Pungello, E., & Pan, Y.
(2014). Early childhood investments substantially boost adult
health. Science, 343(6178), 1478-1485.
Driver, R., Squires, A., Rushworth, P., & Wood-Robinson, V. (2014). Making sense of
secondary science: Research into children's ideas. Routledge.
Garner, A. S., Shonkoff, J. P., Siegel, B. S., Dobbins, M. I., Earls, M. F., McGuinn, L., ... &
Committee on Early Childhood, Adoption, and Dependent Care. (2012). Early
childhood adversity, toxic stress, and the role of the pediatrician: translating
developmental science into lifelong health. Pediatrics, 129(1), e224-e231.
Harackiewicz, J. M., Rozek, C. S., Hulleman, C. S., & Hyde, J. S. (2012). Helping parents to
motivate adolescents in mathematics and science: An experimental test of a utility-
value intervention. Psychological Science, 23(8), 899-906.
Hargreaves, D. H. (2017). Interpersonal relations and education. Routledge.