Early Childhood Science: Baking Soda and Vinegar Balloon Experiment

This assignment presents a detailed experience plan for a science experiment designed for preschool children (4-5 years old). The activity, titled "Balloons Blow Up with Baking Soda and Vinegar," involves a hands-on demonstration of a chemical reaction. The plan outlines the materials needed, the step-by-step procedure, and a rationale that connects the experiment to the development of scientific reasoning, problem-solving, and observational skills. It also links the activity to the Early Years Learning Framework (EYLF) principles and outcomes, specifying developmental learning outcomes that can be evaluated. The plan includes teaching strategies, such as explaining the procedure, motivating children, and providing praise, to facilitate learning. The assignment emphasizes the importance of inquiry, experimentation, and developing a sense of self and social identity in young children through scientific exploration. The assignment is designed to stimulate children with decision-making skills, improve imagination, and encourage exploration.

Experience plan
(pre-schoolers / 4 to 5 years)
Date of implementation: 21.9. 2019
Title of experience – with some detail that explains what the activity is about and how it will be
introduced and implemented:
Balloons Blow Up with Baking Soda and Vinegar Science Experiment :
1. Baking soda should be added to each balloon, using a funnel (two people might be
required to do the procedure and the educator might help the child to perform this
step).
2. The vinegar should be poured into a bottle.
3. The balloon should be fitted to bottle opening (the baking soda must not come in
contact with the vinegar).
4. Once nozzle has been fitted with the balloon, the balloon must be held up straight and
the ingredient - baking soda) must now fall into the bottle containing vinegar.
5. The balloon must should blow up and the chemical reaction can be observed.
6. The observations should be recorded.
Materials required and a diagram or photo of set up:
 Balloon
 Small funnel.
 Baking soda
 Small bottle
 Vinegar
A rationale linking the justification of the learning experience to the skills identified in the
observation and ensuring the plan meets both the capabilities, interests and cultural contexts
of the child: (why and how relates to maths/ benefits)
Experience 1: This activity will increase scientific reasoning and proof, analytical and
experimentation skills as an experience.
While the child will put the baking soda and the vinegar in the small bottle, they are analyzing
what is about to happen and children will be enthusiastic towards the same result that they are
looking forward to with anticipation of something amazing. This would rouse interest in the
children who is participating in the balloon’s blow up activity. Once the lip of the bottle is

covered with a balloon and the balloon blows up – this would provide proof for the experiment
being done and fulfill their knowledge needs. Moreover, in addition to analytic, experimental
and proof – the reasoning will also increase in the children. The child participating in the activity
will develop a reasoning approach to solve the intricacies of the scientific experiment.
Experience 2: This activity will enhance problem solving, organization and procedural learning
skills as an experience.
The balloon’s blow up activity will also increase the problem solving, organization and
procedural learning skills in the children who are participating in the activity. Once after the
first observation when the child knows that following these steps in a certain manner would
lead to this outcome (in case activity – the balloon would blow up) – he or she would repeat the
process (problem solving) in the exact same manner (which might take repetitive rehearsal till
the procedure is learned) which would lead to procedural learning in the children, while doing
this activity. The children participating in the activity would develop organization skills with the
items and ingredients used in the activity to develop procedural and problem solving skills
(Thibaut & Goldwater, 2017).
Experience 3: This activity will increase action taking, observational skills plus a sense of self and
social identity as an experience.
The balloon’s blow up activity would stimulate the action taking, observational skills through a
procedural learning. By performing the scientific activity and by reaching the successful
outcome and getting praised for it by the educator, the child’s belonging and esteem needs will
be promoted (Barnett, Salmon & Hesketh, 2016). He will develop a sense of self and respectful
social identity which is again an important developmental need.
A link to an EYLF principle which relates to the underpinning philosophy of the experience plan:
The activity links to ‘Ongoing learning and reflective practices’.

The educators in the early childhood framework focusses on increasing the learning experiences
in children and then extending the ‘play learning’ which in this case a scientific play activity. The
educators must be nurturing the children with reflection practices which should constantly
incorporate and apply new learning methods in the children (Knaus, 2015). In this case, the
educator is constantly communication with the children by asking questions and stimulating
ongoing learning (Kennedy, 2016).
A list of developmental learning outcomes that are specific and can be evaluated and
demonstrate developmental progression from the skills identified in the original
documentation:
The activity can be linked to the following developmental learning outcomes :-
 Allows children to solve the problems
 Stimulating children with decision making skills through problem solving.
 The activity improves imagination and exploration in the children
 Model inquiry processes through paly and reflection
 Mathematic and scientific development.
 Allows children to develop reasoning and proof.
A link to an EYLF outcome:
This activity can be linked to OUTCOME 4: CHILDREN ARE CONFIDENT AND INVOLVED LEARNERS
o ‘Children develop dispositions for learning such as curiosity, cooperation,
confidence, creativity, commitment, enthusiasm, persistence, imagination and
reflexivity’ (Keegan, 2016).
o ‘Children develop a range of skills and processes such as problem solving, inquiry,
experimentation, hypothesizing, researching and investigating’ (Adam, Barratt-
Pugh & Haig, 2019).
o ‘Children resource their own learning through connecting with people, place,
technologies and natural and processed materials’
o ‘ Children transfer and adapt what they have learned from one context to
another’
A list of the teaching strategies (pedagogical practices) identifying how you will help the child
meet each of the learning outcomes you have planned

1. By explaining the procedure to the children and how it works
2. By motivating the children to perform the balloons up, scientifically.
3. By constantly praising them for their effort
4. By asking them about how they are feeling while doing the activity and about the
activity
5. By helping them with the items and asking them about they are going to do
6. By stimulating them to repeat the learned ‘procedure’
References

Adam, H., Barratt-Pugh, C., & Haig, Y. (2019). “Portray cultures other than ours”: How children’s
literature is being used to support the diversity goals of the Australian Early Years Learning
Framework. The Australian Educational Researcher, 1-15.
Barnett, L. M., Salmon, J., & Hesketh, K. D. (2016). More active pre-school children have better motor
competence at school starting age: an observational cohort study. BMC Public Health, 16(1),
1068.
Keegan, L. (2016). Growing the pear tree: transforming practice beyond learning outcomes. Educating
Young Children: Learning and Teaching in the Early Childhood Years, 22(2), 42.
Kennedy, A. (2016). Reflective practice: Making a commitment to ongoing learning. Every Child, 22(1),
12.
Knaus, M. (2015). ‘Time for Being’: Why the Australian Early Years Learning Framework opens up new
possibilities. Journal of Early Childhood Research, 13(3), 221-235.
Thibaut, J. P., & Goldwater, M. B. (2017, July). Generalizing relations during analogical problem solving in
preschool children: does blocked or interleaved training improve performance?. In CogSci.