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Engaging children in science and math learning outside: an example of one child's exploration
"Science, for young children and their caregivers, is an active and open-ended search to construct new knowledge. Children ask questions and seek answers to understand the world around them and learn by being actively engaged with experiences, real objects and natural, relevant phenomena. As children seek answers, they will plan, observe, predict, and form conclusions. Children’s observations, predictions, explanations, and conclusions should be respected and valued by their caregivers and can lead to meaningful opportunities to develop skills, knowledge, and relationships. Children’s experiences with scientific inquiry form the basis for further investigation and thought." -- AZ Early Learning Standards 4th Edition
Parents and caregivers have the opportunity to engage their children in math and science experiences every day. One way to do so is to follow and support the natural interests of children as they arise. Encouraging a child's curiosity and sense of discovery is a great way to kick start the scientific process.
Below is an account of what one child ("L," aged 2 years 10 months) and her caregiver wondered about and discovered when they encountered a lizard in the yard. As you read the story, consider how you can follow your own child's interests to unlock scientific inquiry and mathematical thinking! Look for text highlighted in blue or green to indicate the promotion of an early math or science concept.
"Look! A lizard!"
L. noticed a lizard on the garden wall. She was excited and interested in the lizard's activities, and asked "What does a lizard eat?"
The caregiver had a choice-- she could answer the question: "Bugs." "I don't know." "Let's look it up." or she could engage the child in conversation. The caregiver chose to say, "Hmm, I'm not sure what that type of lizard eats. What do you think?" Such a question engaged L.'s critical thinking skills. L. was then encouraged to come up with her own theories and then empowered to figure out how to put them to the test (reasoning and problem solving).
"Maybe the lizard likes leaves?"
First, L. wondered if the lizard likes to eat leaves. She picked a leaf and set it out on the garden wall. She and her caregiver waited patiently to see if the lizard might try the leaf, but the lizard did not seem interested.
L. was engaging with the scientific process by coming up with a hypothesis and testing it.
"Hmm. I bet the lizard would like carrots!"
Next, L. hypothesized the lizard might enjoy carrots (one of L.'s favorite snacks). She went inside and chopped up a carrot (fine motor and practical life skills). With the help of her caregiver, they took the time to count out each carrot piece when placing into a container (an easy way to incorporate concrete counting/math skills into an every-day task).
They set the container out for the lizard and waited to see what would happen next.
"Water! The lizard might be thirsty."
After a longer period of time had passed and the carrots remained untouched, L. thought the lizard might be thirsty. She filled up a bucket of water with the hose and then carried it to the area where the lizard had been (gross motor, maximum effort). L. then filled up a few small containers with water to put out for the lizard. L. frequently plays with water, filling differing sized containers--this promotes the understanding of volume and conservation.
Throughout the day, L. spent time carefully observing the lizard. She would check on the containers left out to see if any was missing; her caregiver would help her compare the quantity of carrots and leaves they had set out before to what remained. Based on this information, the two concluded that the lizard did not show any interest in the carrots or leaves they had left out. Despite this, L. persisted in her observations.
"Flowers! It eats flowers!"
Because so much time was spent watching, L. and her caregiver were able to observe the lizard climb onto a plant and begin to eat the yellow flowers whole. What a wonderful and unexpected discovery this was for both L. and her caregiver, neither of whom thought that the lizard would eat flowers!
A new offering for the lizard.
L. decided to put flowers and leaves into the container as an offering for the lizard. She removed the carrots, displaying and communicating her revised idea about what the lizard would eat.
Whenever L. and her caregiver put items in the container, or placed the container on the wall, or described the lizards movements they were using spacial language.
Final observations and reflections
At the end of the day, L. and her caregiver catalogued what remained and reflected on their experiment. They wondered new questions: Do all lizards eat flowers? What other foods do lizards eat? What type of lizard was the one in the garden?
The cycle of inquiry is one that can be explored infinitely. What do you think L. and her caregiver did next?
You can engage your child in the cycle of inquiry each and every day. As you are spending time together, look for what sparks your child's interest. Ask open ended questions, and work to support and empower your child to make their own discoveries!
Connecting it to Arizona State Math Standards
Use comparative language (STRAND 3: MEASUREMENT AND DATA)
Using spatial language (STRAND 4: GEOMETRY)
Analyzing and interpreting data (STRAND 3: MEASUREMENT AND DATA)
Sorting and classifying objects (STRAND 3: MEASUREMENT AND DATA)
Recognizing that taking away (subtracting) decreases the number of objects in a group (STRAND 2: OPERATIONS AND ALGEBRAIC THINKING)
Counting out loud (STRAND 1: COUNTING AND CARDINALITY)
Comparing numbers and quantity (STRAND 1: COUNTING AND CARDINALITY)
Connecting it to Arizona State Science Standards
The child observes, explores, and interacts with materials, others, and the environment. (Concept 1: Exploration, Observations, and Hypotheses)
The child researches their own predictions and the ideas of others through active exploration and experimentation. (Concept 2: Investigation)
The child analyzes data (their observations and background knowledge) and forms conclusions about their investigation (Concept 3: Analysis and Conclusion)
The child discusses, communicates, and reflects upon the scientific investigation and its findings. (Concept 4: Communication)
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