Dropping cups from high chairs and rattles from strollers or tossing stuffed
animals out of playpens: Every parent and child knows this classic game of "I
drop it; You pick it up." It may make Mom crazy, but Baby is learning cause and
effect, perhaps the most vital scientific principle, and one that children begin
to understand intuitively in the first year of life.
While the above illustration may not be sophisticated science, it's a child's
earliest introduction to the potent combination of learning through play. As the
child gets older, making science fun is an important component of keeping and
broadening an interest in science.
"The young learner will surely learn better if they are having fun," says Robert
A. Williams, Ph.D., science professor and author of numerous books and articles
addressing early childhood science education, including Mudpies to Magnets (Gryphon House, 1984). "Science, the real hands-on stuff, can attract any child."
Just as Baby learns about cause and effect - and the inevitable pull of gravity
- by throwing his plate off the high chair tray, experts say even very young children
can begin learning simple scientific principles. Those early lessons can be built
and expanded upon as the child becomes older and more capable.
Mamie Moy, professor of chemistry at the University of Houston and a founder
of the SMART (Science and Math Applied Resources for Teachers) program, points
to plastic-covered engines that are available at most toy stores. Even 3- and
4-year-olds can play with an engine and recognize that the big gears make it go
slower, the small gears faster. This early observation can be expanded upon to
include more involved experiments with engines, including everything from mechanical
manipulation to examining the mathematics behind the mechanics.
"Toys can make science and engineering more approachable for children," Moy says.
"When you use toys, children are immediately comfortable and engaged, and activities
using toys can be easily adjusted to make them age-appropriate. That they're learning
engineering principles is a happy benefit for everyone."
Williams says it's easy for parents to introduce science in play to their children.
He suggests magnets and measuring toys in particular; tape measures, measuring
cups and spoons; rulers and yardsticks. One important scientific concept children learn from these tools is that certain principles always apply.
"What children learn in playing is that the same thing happens every time you
use the materials," says Williams. "A magnet always sticks to metals containing
iron. When children learn a scientific truth, they learn that this happens always
and will repeat itself. For example, things always fall down. That's the law of
gravity, and they apply it when they learn not to drop that glass in their hand."
Thirty-five years ago, Kathleen Julicher won a science award in high school.
Now her four grown children are all in science-related careers - three engineers
and a veterinarian. She's also a noted writer of science curriculums for home-schooled
children. She says her father taught her the value of curiosity, and that's the
first step toward instilling an interest in science in children.
"The basis of science lies in curiosity," says Julicher. "When your child asks
you why the wood is smooth or the rock is purple, those are questions about science.
Answering those questions is the start of encouraging an interest in science."
Julicher and Williams offer the following activities for parents to do with their
children to start them on early science explorations:
Plants. Plant two of the same kind of seeds in a small pot. Use one as the control,
and treat it normally with water, fertilizer and good sunlight. Do different things
to the other plant, such as denying it sunlight, watering it irregularly, etc.
Observe the differences. If you have more than one child, have them each plant
different plants. What is the effect of environment? - Measuring. Toss a marble and measure how far it rolls from where it falls. Estimate the
length of anything around the house, from towels to teddy bears, and measure them
to see how close you are. What are the differences in metric and inches?
- Magnets. Using a horseshoe magnet, explore items around the house and see what items
are attracted to magnets. For example, paperclips are; money is not. Try bringing
two rectangular magnets together; do they repel or attract? Turn one magnet around;
what happens next?
- Density. Water is always fun to play with. Try playing, "Does it float?" Using soap,
small pebbles, spoons and anything else that can't be ruined by water, see if
it sinks or swims. This can also be combined with some fun weighing. What's the
lightest object that floats?
- Gravity. OK, they know what they drop goes down, but why and how fast? How can they affect
the result, such as making a nest for an egg and dropping it from the top of the
jungle gym - or perhaps an egg parachute? What happens after something hits the
ground and why? Does it bounce or just go splat?
- Physics. Build a long bridge from any available materials, such as cardboard, blocks,
straws or whatever else is available. How can you support the bridge when the
center begins to sag? How can you reinforce the bridge to hold weight?
There are many resources for teaching children science through play. Julicher
and Moy highly recommend books aimed at young scientists both as learning tools and as guides to parents for teaching science through
play.
Moy and Williams also say they have found that, while it's important to choose
age-appropriate activities, it's not necessary to "talk down" to children. Use
appropriate vocabulary for scientific principles and activities from a very young
age.
Above all, remember much of teaching science is merely seizing the moment, says
Williams. "If a teacher sees that her students have caught a bug, that's a great
time to introduce a magnifying glass into their observations," he says. "Likewise,
give your child yo-yos, tops and gyroscopes to introduce the laws of motion, because
they can begin the questions of why it works, and then the parent can go on from
there."
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