Science

Introduction (100 words)

Science is everywhere in early childhood, it’s in the way children ask questions, observe bugs, explore water, and notice patterns in nature. I see science not as a subject to be taught, but as a way of thinking to be nurtured. When we encourage children to explore and try new things, their innate creativity blossoms (MacNaughton & Williams, 2009). They develop theories and create findings about the world through practical research. I've discovered that when we take the time to observe children's wonders, we create space for critical thinking, problem-solving, and happy scientific play-based learning.

 

Theories and Perspectives (100 words)

According to Piaget's theory of cognitive development, young infants actively learn by interacting with their surroundings and creating knowledge (Piaget, 1951). This is consistent with inquiry-based learning, in which learning is fueled by curiosity. Additionally, the Reggio Emilia method fosters scientific creativity by allowing kids to experiment with materials, test theories, and express their ideas in many ways (Edwards et al., 2018). I've discovered that innovative scientific thinking need not always take the form of "answers"; rather, it might involve the process of questioning, testing, and trying again. These ideas motivate me to encourage children's inquiries with unrestricted research rather than drawing hasty judgments.

Resources, Materials, and Technologies (100 words)

I love creating spaces where children can investigate using real tools—magnifying glasses, droppers, natural materials, magnets, torches, and even simple scales.
I frequently invite kids to investigate textures and qualities by setting up science trays with water, sand, rocks, leaves, or clay. Additional tools that encourage creative interaction with science include interactive whiteboards, digital microscopes, and nature-themed applications such as Star Walk and Seek by I Naturalist (Fox & Bee, 2022).

I find that combining natural materials with digital tools gives children multiple ways to explore and express their findings. When we treat the environment as a lab, every day becomes an exciting experiment.

Learning Experiences (approx. 100–120 words)

  • 0–2 years: Water play that combines sensory science through pouring, splashing, and investigating various containers.
  • 2–3 years: Sink-or-float experiments using natural objects in a water tub.
  • 3–5 years: Nature scavenger hunts where children collect and sort items, then compare and classify them.
  • 6–8 years: Building simple circuits with batteries and lights to explore how electricity flows.

Three Original Creative Learning Opportunities

  1. (0–2 years) – “Rainbow Bubbles”: Infants use pipettes and cups to mix coloured water and watch the bubbles form in sunlight, observing change and reaction.
  2. (2–3 years) – “Magnet Safari”: Toddlers use magnets to “hunt” for hidden items around the classroom, predicting and testing what will stick.
  3. (3–5 years) – “Mini Garden Lab”: Children plant fast-growing seeds in transparent cups and draw daily growth changes, comparing sizes and colours.

Critical Reflection (200 words)

I’ve always been fascinated by the “why” behind things, and I see that same spark in children when they explore science. My creative strength lies in noticing those little moments of wonder—when a child spots a worm and gasps, or asks why the moon is out during the day. These moments are my favorite teaching opportunities. I try to foster a classroom culture where questions are welcomed and “I don’t know, let’s find out” becomes a shared adventure. I also like to connect science to storytelling, art, and music—so children can express their understanding in ways that feel natural to them. For example, drawing a seed’s growth as a comic strip, or singing a “weather song” after observing the sky. Creativity in science isn’t about right or wrong—it’s about nurturing curiosity, observation, and flexible thinking. By blending structured experiences with open-ended exploration, I’m learning to guide without limiting. I want every child to feel like a scientist—and to know their ideas matter, even when they’re still forming.