Guided Observation

Science is embedded in children’s daily activities and play and provides a natural vehicle for integrating mathematics, literacy and other content areas; for example:

 Include children’s books with science-related content. (California Preschool Curriculum Framework, Vol. 3, p. 145)  Build on the natural curiosity that children have about the world around them by creating opportunities for exploration. These subjects are part of the program’s daily routines and are fully integrated into the program. (Prekindergarten Learning & Development Guidelines, p. 127; ECERS-3, p. 41)  Use technology to support children’s scientific experiences. (California Preschool Curriculum Framework, Vol. 3, p. 144)  Find ways to build on a child’s preferred activities when introducing new ideas. (Inclusion Works!, p. 16; Prekindergarten Learning & Development Guidelines, p. 128; ECERS-3, p. 83; California Preschool Curriculum Framework, Vol. 3, p. 139)  Allow all children to participate in activities by providing appropriate seating or other equipment, such as a plastic chair near the water table for a child who uses a wheelchair. (Inclusion Works!, p. 17)  Science is embedded in children’s daily activities and play and provides a natural vehicle for integrating mathematics, literacy, and other content areas. (California Preschool Curriculum Framework, Vol. 3, p. 141; Prekindergarten Learning & Development Guidelines, p. 127)  Plan opportunities for children to sort and classify objects and materials and reflect on similarities and differences. (California Preschool Curriculum Framework, Vol. 3, p. 183)  Provide children with opportunities to build and experiment with simple machines. (California Preschool Curriculum Framework, Vol. 3, p. 184)

The preschool environment supports children’s curiosity and encourages inquiry and experimentation; for example:

 Initiate activities for measuring, comparing, or sorting using nature/science materials (e.g., show children how to sort seashells by color, shape, or size; arrange pinecones from biggest to smallest; chart rainfall for a month to discuss dry and wet times; predict weights of various natural objects). (ECERS-3, p. 57)  Facilitate children’s observation skills. (California Preschool Curriculum Framework, Vol. 3, p. 156).

©2015 California Department of Education (CDE) with the WestEd Center for Child & Family Studies, California Preschool Instructional Network (CPIN). 1  Invite children to record their observations. (California Preschool Curriculum Framework, Vol. 3, p. 157)  Make scientific tools available throughout the preschool environment. (California Preschool Curriculum Framework, Vol. 3, p. 144)  Include scientific tools for observation, measurement, and documentation. (California Preschool Curriculum Framework, Vol. 3, p. 143)  Demonstrate appropriate use of scientific tools. (California Preschool Curriculum Framework, Vol. 3, p. 139)  Promote the use of scientific tools to extend children’s observations and investigations of objects. (California Preschool Curriculum Framework, Vol. 3, p. 158)  Facilitate children’s abilities to sort, classify, and identify patterns. (California Preschool Curriculum Framework, Vol. 3, p. 161)  Model respect for nature. (California Preschool Curriculum Framework, Vol. 3, p. 139)  Provide a variety of natural materials to observe and investigate. (California Preschool Curriculum Framework, Vol. 3, p.142; ECERS-3, p. 57; Prekindergarten Learning & Development Guidelines, p. 130)  Provide children with opportunities to observe changes and transformations in animals passing through stages of the life cycle. (California Preschool Curriculum Framework, Vol. 3, p. 209)  Engage children in observing and describing the sun and the moon and other natural objects in the sky. (California Preschool Curriculum Framework, Vol. 3, p. 222)  Use opportunities to explore earth materials in the context of studying living things or when exploring other solid and nonsolid materials. (California Preschool Curriculum Framework, Vol. 3, p. 219)  Include objects and materials that allow for creativity and open-ended investigation. (California Preschool Curriculum Framework, Vol. 3, p. 143)  Include living things in the preschool environment. (California Preschool Curriculum Framework, Vol. 3, p. 143; ECERS-3, p. 57)  Provide children with opportunities to observe, record, and discuss the weather. (California Preschool Curriculum Framework, Vol. 3, p. 222)  Model and discuss respect for the environment. (California Preschool Curriculum Framework, Vol. 3, p. 226)  Discuss the death of living things. (California Preschool Curriculum Framework, Vol. 3, p. 210)  Invite children to investigate their own growth. (California Preschool Curriculum Framework, Vol. 3, p. 211)  Explore the outdoor environment to find, identify, and examine plants, animals, leaves, and other natural phenomena as a regular part of the curriculum. (Prekindergarten Learning & Development Guidelines, p. 130; California Preschool Curriculum Framework, Vol. 3, p. 145)  Organize the space in ways that promote children’s explorations. (California Preschool Curriculum Framework, Vol. 3, p. 146) ©2015 California Department of Education (CDE) with the WestEd Center for Child & Family Studies, California Preschool Instructional Network (CPIN). 2  Make boundaries for activities (e.g., mark sections of the floor with tape, provide a tray or box lid for art activities, etc.). (Inclusion Works!, p. 15)  When engaged in scientific explorations, children are encouraged to record and document information in drawings, charts, and photos; or by constructing three-dimensional models. (California Preschool Curriculum Framework, Vol. 3, p. 145; Prekindergarten Learning & Development Guidelines, p. 102)  Interest areas should provide variety and support the program and curricular goals across content areas. (Prekindergarten Learning & Development Guidelines, p. 37)  Multiple hands-on activities with concrete objects benefit all children, including children who are English learners and many children with special needs for whom learning through authentic experiences with concrete objects is very important. (California Preschool Curriculum Framework, Vol. 3, p. 139)  Children explore scientific concepts in depth through multiple, related learning experiences over time. (California Preschool Curriculum Framework, Vol. 3, p. 140)  Encourage children to make predictions. (California Preschool Curriculum Framework, Vol. 3, p. 163)  Remind children that predictions do not have to be right. (California Preschool Curriculum Framework, Vol. 3, p. 164)  Record children’s predictions. (California Preschool Curriculum Framework, Vol. 3, p. 164)  Invite parents and other family members into the preschool or host a family night where families can learn about the science curriculum, observe documentation of children’s work, and experience firsthand explorations of living things. (California Preschool Curriculum Framework, Vol. 3, p. 213)  Engage children in projects that allow them to explore, experiment, and invent with objects and materials for an extended period of time. (California Preschool Curriculum Framework, Vol. 3, p. 181)  Ask open-ended questions. (California Preschool Curriculum Framework, Vol. 3, p. 170)  Experiment with materials and objects before offering them to children. (California Preschool Curriculum Framework, Vol. 3, p. 181)  Invite children to reason and draw conclusions. (California Preschool Curriculum Framework, Vol. 3, p. 139)  Avoid presenting children with activities of “magical” science. (California Preschool Curriculum Framework, Vol. 3, p.189)  Select activities or projects in which children can vary their actions on objects and observe the immediate reactions to their actions. (California Preschool Curriculum Framework, Vol. 3, 189)  Use cooking activities as opportunities to reason about transformations in materials. (California Preschool Curriculum Framework, Vol. 3, p. 190)

©2015 California Department of Education (CDE) with the WestEd Center for Child & Family Studies, California Preschool Instructional Network (CPIN). 3  Invite children to set up an experiment and collect and analyze data. (California Preschool Curriculum Framework, Vol. 3, p. 190)  Engage children in caring for and protecting the environment through everyday routines in the preschool environment. (California Preschool Curriculum Framework, Vol. 3, p. 226)  Collect and use recycled materials. (California Preschool Curriculum Framework, Vol. 3, p. 226)

Teachers support children who are English learners in understanding and communicating scientific knowledge and skills; for example:

 Encourage children to develop and explore scientific hypotheses by observing natural phenomena and events and asking questions, such as, “What are some reasons that you think this happens? What do you think would be different if you changed…? How could you find out what would happen if…?” (PEL Guide, p. 27, Prekindergarten Learning & Development Guidelines, p. 130; California Preschool Curriculum Framework, Vol. 3, p. 139)  Guide children in exploring their questions. (California Preschool Curriculum Framework, Vol. 3, p. 149)  Encourage children to explain the reasoning behind their inferences. (California Preschool Curriculum Framework, Vol. 3, p. 165)  Encourage children to describe their observations. (California Preschool Curriculum Framework, Vol. 3, p. 156)  Remember that children benefit from experiencing different types of interactions with adults and with peers, including cooperative and peer- oriented activities as well as more independent activities. (PEL Guide, p. 28, California Preschool Curriculum Framework, Vol. 3, p. 140)  Encourage different means of communication. (California Preschool Curriculum Framework, Vol. 3, p. 169)  Children use language and other forms of communication to express their thoughts, describe observations, and document their work. (California Preschool Curriculum Framework, Vol. 3, p. 140)  Ask questions and model comparative language to introduce the idea of comparing. (California Preschool Curriculum Framework, Vol. 3, p. 162)  Invite children to observe and describe the characteristics and physical properties of the objects and materials they investigate. (California Preschool Curriculum Framework, Vol. 3, p. 182)  Accept silence or quiet observation as a proper way for some children to participate, especially when they first join your class. (California Preschool Curriculum Framework, Vol. 3, 141; PEL Guide, p. 28)

©2015 California Department of Education (CDE) with the WestEd Center for Child & Family Studies, California Preschool Instructional Network (CPIN). 4  Present new vocabulary in a context that allows the children to determine the meaning rather than in isolation, as in lists of words. Language should be learned in the context of the here and now. Whenever possible, use real items or toy versions, photographs, or drawings of the items. (PEL Guide, p. 31; Prekindergarten Learning & Development Guidelines, p. 103; California Preschool Curriculum Framework, Vol. 3, p. 139)  Point to objects as you name them and coordinate actions with language. Emphasize key words in sentences. Repeat important words in context. (California Preschool Curriculum Framework, Vol. 3, p. 141; PEL Guide, p. 42)  Label items and learning centers in both English and the child’s home languages, including sign language, picture symbols, and Braille when applicable to children in your class. (PEL Guide, pp. 44, 85)  Make sure that your speech matches what you are referring to. (PEL Guide, p. 52)  Expand and extend, starting with what the child already knows and expanding on his or her language. (PEL Guide, p. 55)  Encourage children to describe their representations while you write their words. (California Preschool Curriculum Framework, Vol. 3, p. 168).  Use all the senses (vision, hearing, touch, taste, and smell) when introducing and presenting vocabulary and other concepts. (PEL Guide, p. 69)  Use physical gestures, signed words, visual cues, and props when the actual item is not an option (or pair the actual item with one or more of the cues) to promote successful communication in English and the children’s home language. (PEL Guide, p. 69)

Individual differences are recognized, and all children are included and supported; for example:

 Consider adapting scientific tools and materials for children with special needs. (California Preschool Curriculum Framework, Vol. 3, p. 144; Inclusion Works!, p. 14)  Modify materials to promote independence. (Inclusion Works!, p. 15)  Know when to intervene and when to stand back. (California Preschool Curriculum Framework, Vol. 3, p. 150)  Provide children with time. (California Preschool Curriculum Framework, Vol. 3, p. 150)  Facilitate children’s ability to make inferences and draw conclusions. (California Preschool Curriculum Framework, Vol. 3, p. 165).  Make accessible of a wide variety of objects and materials, particularly those that focus children’s attention on important aspects of the scientific phenomena they are studying, to acknowledge individual differences and

©2015 California Department of Education (CDE) with the WestEd Center for Child & Family Studies, California Preschool Instructional Network (CPIN). 5 permit an individual choice approach. (California Preschool Curriculum Framework, Vol. 3, p. 142)  Simplify a complicated task by breaking it into smaller parts or reducing the number of steps. (Inclusion Works!, p. 16)  Distribute materials for a task one piece at a time. (Inclusion Works!, p. 16)  Encourage children to record observations and document investigations and findings. (California Preschool Curriculum Framework, Vol. 3, p. 167)  Prepare materials for easier use (e.g., peel the background off stickers and bend them so they lift off easily). (Inclusion Works!, p. 16)  Replace materials that may be difficult to use with ones that are simpler and can serve the same function (e.g., use a squeeze bottle instead of a pump dispenser). (Inclusion Works!, p. 16)  Use adaptive devices to facilitate participation. (Inclusion Works!, p. 17)  Employ direct adult intervention to support a child’s efforts. (Inclusion Works!, p. 17)  Provide direct instruction or guidance to a child while he/she is learning or practicing tasks. (Inclusion Works!, p. 17)  Use classmates as models to help children learn. (Inclusion Works!, p. 18)  Comment on children’s play in ways that encourage further interaction. (Inclusion Works!, p. 18)  Use the sign or picture symbol of a word for children with disabilities. Also use a voice-output device with a prerecorded label in the child’s home language and in English. (PEL Guide, p. 31)  Ensure inclusion by using the child’s name to invite him or her to participate in small-group activities. (PEL Guide, p. 55)  Vary and adapt the amount of adult guidance according to children’s abilities so that each child is in charge of his or her own learning as much as possible. (PEL Guide, p. 69)  Offer adapted or specialized materials (e.g., recorded books, Braille books and other printed material, large and bold print, adapted handles on various materials) throughout the classroom to enhance active participation. (PEL Guide, p. 69)

The preschool environment, home, and community are connected through science; for example:

 Learn about children’s prior experiences, preferences, and particular interests with objects and materials. (California Preschool Curriculum Framework, Vol. 3, p. 194)  Highlight the many ways in which families are already involved in their children’s education. (PEL Guide, p. 16)

©2015 California Department of Education (CDE) with the WestEd Center for Child & Family Studies, California Preschool Instructional Network (CPIN). 6  Communicate to families their important role in supporting children’s curiosity and the development of scientific knowledge. (California Preschool Curriculum Framework, Vol. 3, p. 174)  Inform family members and other caregivers about children’s current focus of inquiry and the skills children will develop while engaged in processes of inquiry. (California Preschool Curriculum Framework, Vol. 3, p. 174)  Use science learning as an opportunity to involve families by inviting them to the program and by sending home suggestions for activities that they can do with their children. (California Preschool Curriculum Framework, Vol. 3, p. 173)  Provide options for home-based activities that can support what children are learning at school. (PEL Guide, p. 16; California Preschool Curriculum Framework, Vol. 3, p. 195)  Provide opportunities for parents and family members to share their skills with staff, the children in the program, and other families. (PEL Guide, p. 16; California Preschool Curriculum Framework, Vol. 3, p. 194)  Invite family members to come and talk with the teacher and children about their beliefs and connections to nature. (California Preschool Curriculum Framework, Vol. 3, p. 174)  Share with parents and family members your goals, what children are focusing on, and why it is important. (California Preschool Curriculum Framework, Vol. 3, p. 194)  Invite children to share in-home experiences with living things. (California Preschool Curriculum Framework, Vol. 3, p. 202)  Invite children to share in-home experiences with earth materials. (California Preschool Curriculum Framework, Vol. 3, p. 219)  Support families in facilitating children’s curiosity and learning about living things. (California Preschool Curriculum Framework, Vol. 3, p. 213)  Ask families about children’s previous experiences, cultural beliefs, and theories about living things. (California Preschool Curriculum Framework, Vol. 3, p. 213)  Share with parents and family members how to provide children with opportunities to closely observe plants and animals and the strategies to encourage children to question, explore, and investigate the characteristics of living things. (California Preschool Curriculum Framework, Vol. 3, p. 213)  Share with families children’s experiences of inquiry in earth sciences. (California Preschool Curriculum Framework, Vol. 3, p. 228)  Family members with certain expertise or interests (e.g., geologists, naturalists, etc.) can be invited to the preschool to share their knowledge in a particular area of study. (California Preschool Curriculum Framework, Vol. 3, p. 228)

©2015 California Department of Education (CDE) with the WestEd Center for Child & Family Studies, California Preschool Instructional Network (CPIN). 7 ©2015 California Department of Education (CDE) with the WestEd Center for Child & Family Studies, California Preschool Instructional Network (CPIN). 8