Science Webcast #3: Language and Literacy Through Science
Program directors, education managers, and technical assistance providers can use the Science Webcast #3 script and PowerPoint slides to create resources for teaching teams as they explore how to support young children's exploration and discovery of science. The following key points are important: (1) science is all around us; (2) young children employ basic science process skills; (3) the role of parents and teachers is to create opportunities for children to learn and to practice the process skills; and (4) adults create opportunities to foster thinking skills and dispositions to learn, extending beyond science, including language and literacy.
Select here for the Learners Guide [PDF, 144KB]
Select here for the Script [PDF, 1.63MB]
Select here to view the archived Webcast
Capitalizing on Children’s Fascination with the Everyday World to Foster Language and Literacy Development
Teaching teams are encouraged to use children’s natural interests in science to foster the development of language and literacy skills. Science begins with children’s curiosity that leads to discovery and exploration with the support of the teacher. Teachers can learn strategies that promote a coherent approach to children’s co-construction of scientific knowledge. Full text»
Domain 1: Language Development
Domain 1 of the Head Start Child Outcomes Framework identifies developmental milestones for children ages three to five years old in both expressive and receptive language. Teaching teams realize that language is critical to children’s learning and development in all other areas. They examine effective strategies that help children acquire necessary skills in listening, understanding, speaking, and communicating. Teachers working with children from backgrounds other than English (English Language Learners) encounter many suggestions that support children as they acquire English while maintaining their native language. Full text»
Domain 2: Literacy
Domain 2 of the Head Start Child Outcomes Framework identifies domain elements and indicators that describe long-term learning goals in literacy for children ages three to five years old. Teaching teams realize that language and literacy are interrelated. Literacy includes the domain elements of phonological awareness, book knowledge and appreciation, print awareness and concepts, early writing, and alphabet knowledge. Teachers learn about effective strategies that help children acquire necessary skills that promote the development of successful readers and writers. Full text»
Head Start Bulletin #67: Curriculum in Head Start
Curriculum is essential to intentional instruction for infants, toddlers and preschoolers. Teaching staff can benefit greatly from the resources that address the Head Start Program Performance Standards with curriculum. Full text»
Insects and Spiders
This guide and recommended materials can be a resource for teachers to respond to children’s interest and curiosity about nature, in particular insects and spiders. Teachers can support children’s development of scientific knowledge about the world of insects. Suggestions help staff engage children in the process of scientific inquiry through teacher planned explorations. Background information, specific vocabulary, 12 suggested science-centered experiences, and a list of books provide a comprehensive resource. Teachers will use this guide as a blueprint to support their investigations into other areas of children’s interest. Full text»
Investigating Water
Teachers may use this guide as a resource to respond to children’s interest and curiosity about the nature of water. Teachers can support children’s development of scientific knowledge about the important role of water in our world. Suggestions help staff engage children in the process of scientific inquiry through water play. Teacher background information, specific vocabulary, 16 suggested science-centered experiences, and a list of reading resources provide a comprehensive resource for guiding children in explorations of water. Full text»
Josie's Drip
A learning story is first and foremost a story. It tells a tale to the child, to the family, to guests, and to us as teachers of children. It builds upon the very human tradition of oral storytelling. A learning story always begins with the child’s initiative. The first step is the child starting on her own, without cues or direction or the child responding in her own way to something that has occurred or been offered as an invitation for exploration. Stories are always about good things that we value. Full text»
Kitchen Science
This resource will respond to children’s interest and curiosity of substances found in the kitchen such as soap, vinegar, oil, and flour. Suggestions help teaching staff engage children in the process of scientific inquiry through teacher planned explorations. Teacher background information, specific vocabulary, 16 suggested science-centered experiences, and a list of books provide a comprehensive resource. Full text»
Science at the Center of the Integrated Curriculum: Ten benefits noted by Head Start Teachers
Teachers share a list of ten ways that science supports many of the domains identified in the Head Start Child Outcomes Framework. Head Start teachers may use these tips to emphasize the content and context of science experiences as a way to incorporate meaningful language and literacy skills. Full text»
