Science in the early years

PAPER 1

Early years
science and
integration
Christine Rosicka
and Gayl O’Connor

Australian Council for Educational Research

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Rosicka, C., & O’Connor, G. (2020). Science in the early years. Paper 1: Early years science and integration.
Australian Council for Educational Research. https://research.acer.edu.au/early_childhood_misc/15
Contents
Introduction  5

Science in the early years  6

Science in the Early Years Learning Framework  8

Links between the EYLF and Australian Curriculum: Science  12

Integration in the EYLF and in the Australian Curriculum: Science  14

Summary  15

References  16
    Paper 1: Early years science and integration   5

Introduction
This is the first paper in the Science in the early This paper focuses on the importance and
years series that reviews current research into value of science in the early years, how
science learning and monitoring in the early teaching science is supported by the EYLF
years. The aim of this series is to provide early and the Foundation to Year 2 AC, and the value
years educators with an insight into current of integrating science in the early years. We
research; highlight how research findings relate also provide examples of resources that can
to children’s science learning; look at the current support educators and children to recognise
understandings about early years science the elements of science in simple, everyday
monitoring; and provide examples of how early activities used in early years settings.
years educators can incorporate this research
into their practices. The Science in the early years series reviews
Australian and international research to highlight
This series defines ‘early years’ as the two aspects of the learning and monitoring of
years prior to school and the first three years science in the early years that are significant to
of primary school, which in Australia generally Australian children and their educators.
includes children aged three to eight years.
Children in the early years may attend early
childhood centres, kindergartens or primary
schools. Educational expectations for children
of this age range are covered by the Early
Years Learning Framework (EYLF) for preschool
children, and the Foundation to Year 2 Australian
Curriculum (AC) for school students.
6   Science in the early years   

Science in the early years

Science in the early years doesn’t need to be Science concepts should be introduced in the
daunting for educators or young learners. It early years, with a focus on what students are
need not involve additional work to develop interested in (Dogru & Seker, 2012). Including
new activities, or money for special or new science learning in early years educational
equipment. Many common activities in early settings further supports young students to
years education, such as painting, classifying, develop their understanding of science concepts
cooking, building and sorting, have a basis in and therefore increase their understanding of
science. It is important that the scientific nature the world.
of these activities is highlighted and discussed in
early years settings. Science is a way for young children to
develop their understandings
Science is the process of understanding the
world (Peterson & French, 2008) and should of the world they live in.
be seen as a way of approaching an activity, Young children are keen and inquisitive learners.
not just as the activity itself (Conezio & French, Science learning in an early years context can
2002). This means that science involves not encourage children to explore their environment
just doing but thinking and talking about the
and nurture their sense of curiosity about their
work being done (Gelman & Brenneman,
surroundings (Milford & Tippett, 2015). One of
2004). The essential science inquiry skills of
the main objectives of an early science program
predicting, exploring, observing, reporting and
is to foster children’s scientific curiosity and
communicating should be emphasised through
question-asking skills (Jirout & Klahr, 2011). It
early years science (and will be explored in
is important to develop and support this natural
detail in the second paper in this series).
curiosity as it is recognised as an essential trait
Science learning in the early years should be a
for a scientist and a successful science learner
collaboration between educators and children to
(Conezio & French, 2002; Gallenstein, 2005).
explore the world around them and develop age-
Developing young children’s natural curiosity can
appropriate science skills and knowledge.
also help them develop their identity as learners
and legitimate scientists.
The importance of
As well as being curious, it is important that
science learning in young children understand that taking risks and

the early years making mistakes are a part of successful

learning (Lottero-Perdue, 2016) and that learning
Before starting school, young children are is not always about getting things right or being
learning and developing science concepts as correct. Science can teach young children that it
they experience the world around them, in is acceptable to fail and that learning can come
the same way that they are learning about from making mistakes. Scientific inventions
language and mathematics in their interactions often come from eager, persistent, determined
at home and in the community. Developing individuals who have been willing to try new
science concepts from an early age is important avenues in spite of failure. Making mistakes or
as science is everywhere (Tu, 2006) and failing can result in significant benefits to
early science learning can harness young learning and help children develop positive
children’s natural curiosity and motivation to attitudes to failure (Gallenstein, 2005). Young
learn about the world around them (Henrichs children may be more willing to take risks and to
& Leseman, 2014). Science can also build on accept mistakes than older children, so it is
young children’s developing interests and their important that these traits are encouraged and
previous experiences as it engages and supports developed from a young age if they are to be
their learning and development (French, 2004). further developed as students get older.
    Paper 1: Early years science and integration   7

One way that science can be used to model Educators must prepare today’s children
taking risks and developing a positive attitude to question, think critically, problem-
towards failure is by asking children to
solve, and make well-informed decisions
hypothesise and test out theories that will not
always be correct. For example, children can that will affect society. Along with the
take risks by hypothesising about items that development of thinking skills, educators
might float and sink and then test their must also foster scientific attitudes.
hypothesis in a hands-on way by experimenting Gallenstein, 2005, p. 29
with various items, and collecting and assessing
evidence through their own experiments. This It is important for young students to believe in
type of activity supports the three cognitive themselves as capable and confident science
components of scientific reasoning according to learners and not to see science as something
Klahr’s ‘Scientific discovery as dual search’ that only older students or adults can do.
model (van der Graaf, Segers, & Verhoeven, Australia’s National Science Statement (Australian
2015), which are hypothesis generation, Government, 2017) recognises that early
experimentation and evidence gathering. These childhood educators and primary school teachers
three aspects of scientific reasoning can be have an important role to play in fostering
fostered and developed from an early age with children’s scientific learning and in encouraging
the assistance of educators. Having children their interest in science. This role includes helping
take risks and see that their thinking is not children to see themselves as successful science
always correct can help them understand that learners from a young age so that they can apply
science is not just about learning facts and being this attitude to their later learning.
right: it is about trying things and finding out.
8   Science in the early years   

Science in the Early Years

Learning Framework
Recognition of the importance of children’s
learning before primary school has grown over Outcomes of the EYLF
the past decade. In 2008, a research paper
The EYLF (Australian Government, 2009, p. 19)
was written (Edwards, Fleer & Nuttall, 2008)
has five outcomes:
that informed the development of Belonging,
being and becoming: The Early Years Learning Outcome 1
Framework for Australia (EYLF) (Australian Children have a strong sense of identity.
Government, 2009). The EYLF has been
developed for early childhood educators to Outcome 2
support young children and lay the foundations Children are connected with and contribute to
for successful lifelong learning. The Framework their world.
includes principles, practices and learning
outcomes for children in early education from Outcome 3
birth through to their transition into school Children have a strong sense of wellbeing.
(Australian Government, 2009). This paper
Outcome 4
focuses on the EYLF as it applies to children in
Children are confident and involved learners.
the two years before school, when children are
usually aged between three and five years. Outcome 5
Children are effective communicators.

The focus of the EYLF learning outcomes are

deliberately ‘broad and observable’ (Australian
Government, 2009) and are not content specific
as they are in the Australian Curriculum;
however, they still provide scope for supporting
science learning. To further support children’s
development, each of the five EYLF outcomes is
reinforced by key components.

There are numerous ways in which science

learning activities that link to relevant EYLF
outcomes can be applied in an early childhood
context. The following page provides examples
of some of the EYLF outcomes and key
components that support science and includes
practical ways for educators to either introduce
science or understand that science is already
part of their practice.
    Paper 1: Early years science and integration   9

Outcome 2
Children are connected with and contribute to their world.

Key components
Children become socially responsible and show respect for the environment.

Links to EYS
Learning activities that focus on the environment could support children to develop their science
understanding related to this key component and outcome. Such activities link science back to the
young child’s world and make it relatable to their everyday.

Supporting activities
• Explore the children’s immediate natural environment. See plant treasure hunt activity.

• Classifying living and non-living things. Determine the characteristics of each group. Record
predictions, observations and understandings.

Outcome 4
Children are confident and involved learners.

Key components
Children develop dispositions for learning curiosity, cooperation, confidence, creativity, commitment,
enthusiasm, persistence, imagination and reflexivity.

Links to EYS
Science can help develop children’s curiosity about their world (Milford & Tippett, 2015). Science
is also a great way for young children to work together (Gelman & Brenneman, 2004). The focus
of supporting activities is not just for learners to develop scientific content but to understand the
scientific skills as well.

Supporting activities
• Sinking and floating activity where students need to demonstrate persistence in finding objects
that float.

• Activities that involve air and bubbles can foster children’s curiosity and begin to develop their
understanding of reflexivity, that is, how things affect each other.

These are examples of activities that may be commonly used in early years education settings and do
not require special scientific equipment.
10   Science in the early years   

Outcome 4
Children are confident and involved learners.

Key components
Children develop a range of skills and processes such as problem solving, enquiry, experimentation,
hypothesising, researching and investigating.

Links to EYS
These skills are a fundamental part of the Science Inquiry Skills (SIS) that are also embedded in
the Australian Curriculum: Science (Australian Curriculum and Assessment Reporting Authority
[ACARA], 2016) and recognise that science learning is not limited to gaining knowledge, it is also
about developing scientific skills. The development of such skills can be fostered in an early childhood
context through creative and play-based learning and more structured teacher-led activities that allow
children to build on their experiences (Andersson & Gullberg, 2014).

Supporting experiences can also foster the development of SIS, which are recognised as a vital
component of early years science learning. The inquiry strategy of ‘observe, predict, check, record’ is
suggested as a good framework for developing SIS and science content in young students (Gelman
& Brenneman, 2004). Using consistent strategies allows young students to practise and develop their
skills as they acquire new knowledge.

Following a recognised scientific process can also help young students to see themselves as capable
science learners and help to develop their confidence when learning science.

Supporting activities
• Melting and freezing ice cubes.

Ask children to use their senses to observe water in an ice cube tray, then predict what will happen
when they place the ice cube tray in the freezer, check what happens after a few hours, then
record the process (draw or describe the change) and their findings. It is important that educators
consistently model scientific language, such as observing, predicting, hypothesising, and recording
during such tasks.

Outcome 4
Children are confident and involved learners.

Key components
Children transfer and adapt what they have learned from one context to another.

Links to EYS
The development of reasoning based on evaluating evidence emerges during the preschool and early
primary years (Piekny & Maehler, 2013). Science can be a way of allowing young learners to develop
new understandings and apply them to new contexts (Gelman & Brenneman, 2004), thus showing
them that what they have learnt can be applied to different situations. At the preschool stage, children
can evaluate evidence when all examples support the same conclusion (Piekny & Maehler, 2013).

Supporting activities
• Explore the colours and patterns of familiar insects that make them difficult to see in their natural
environment, then apply their understanding of the concept of camouflage to an unfamiliar
example, such as pictures of antelopes in their environment.

• Drop a golf ball into a sandpit, notice that every time the object falls straight downwards the sand
moves away from the impact site. Children can then make a prediction about what would happen if
they dropped different balls into the sand based on their comparisons.
    Paper 1: Early years science and integration   11

Outcome 5
Children are effective communicators.

Key components
Children interact verbally and non-verbally with others for a range of purposes.

Children express ideas and make meaning using a range of media.

Children begin to understand how symbols and pattern systems work.

Links to EYS
Communication is an important part of the scientific process (Conezio & French, 2002; Gallenstein,
2005) that young learners should practice. Effective communication skills are not limited to science,
although science can provide the content and experiences to support young students’ communication
skill development. It is important that as part of developing SIS, children’s methods and discoveries
are recorded and reported to show what they have learnt and reflect what they have done. Children in
the early years should start to document their methods and findings using drawings, or with educator
assistance, allowing science to be integrated with literacy.

Supporting activities
• Scribe for children or have children draw pictures about what they have done or verbally report what
they have found.

• Have capable children record their own predictions, observations, methods and findings so that
they can be communicated just as real scientists do.

Although there are no specific requirements for science in the EYLF, there are numerous opportunities
for science learning to support children to meet the outcomes of the framework. The examples
provided demonstrate the connections between the EYLF outcomes and the possibilities for science
learning to contribute to children’s development in early childhood contexts.
12   Science in the early years   

Links between the EYLF and

Australian Curriculum: Science
Although they are quite different in structure and school. At Foundation, the SIS strand (ACARA,
content, there are a number of links between 2016) has four aspects:
the EYLF and the Australian Curriculum: Science.
The EYLF, as noted previously, has broad, • Pose and respond to questions about familiar
non-subject specific outcomes that focus on the objects and events [ACSIS014].
development of children’s identity and wellbeing • Participate in guided investigations and make
as well as their interpersonal skills (Australian observations using the senses [ACSIS011].
Government, 2009), whereas the AC focuses on
subject-specific outcomes. For science, there • Engage in discussions about observations and
are three strands: Science Understanding (SU) represent ideas [ACSIS233].
(specific science content development), Science
• Share observations and ideas [ACSIS012].
as a Human Endeavour (SHE) and Science
Inquiry Skills (SIS), (ACARA, 2016). The EYLF and All of these early aspects of inquiry link to
the AC vary as they address different phases and EYLF Outcome 4, where ‘Children develop
learning stages of young students (Edwards et a range of skills and processes such as
al., 2008); however, it is important to note that problem solving, enquiry, experimentation,
the AC builds on the learning children achieve hypothesising, researching and investigating’
under the EYLF and recognises that young and to Outcome 5 ‘Children are effective
students in the first years of school have communicators’ (Australian Government, 2009).
particular needs and entitlements (Connor, The second paper of this series Science inquiry
2012). The two documents are described as skills explores SIS in detail and looks at how
being complementary and are considered to these skills can be developed in all early year’s
provide a pathway for learning from ‘prior-to- educational settings, not just in primary school.
school, into school and beyond.’ (Connor, 2012, p.
Although the AC is content-specific, it also
6). While the EYLF provides scope for science
recognises six key ideas for Science: Patterns,
learning in the early years, the AC builds on this
order and organisation; Form and function;
and includes science as a specific learning area.
Stability and change; Scale and measurement;
The content-specific descriptions and key Matter and energy; and Systems (ACARA,
ideas in the Australian Curriculum: Science, 2016). These key ideas are intended to guide the
Foundation level show considerable cohesive, teaching and learning emphasis for each year
mutually supportive links between aspects level across all three strands of SU, SIS and SHE.
of the EYLF. For example, in the Science The Australian Curriculum: Science provides an
Understanding strand, one of the content overview of how students progress through each
descriptions is ‘Living things have basic needs, of these key ideas from Foundation to Year 10. For
including food and water’ [ACSUU002], which the content descriptions, there are clear parallels
is closely aligned with the EYLF Outcome 2, to aspects of the EYLF outcomes. For example,
‘Children become socially responsible and in order for children to begin to recognise
show respect for the environment’. Respect patterns and relationships and the connections
for the environment supports an emerging between them, a key component of Outcome
understanding of the needs of the living (and 5 of the EYLF is: ‘Children begin to understand
non-living) components of the environment. how symbols and pattern systems work’. The AC
key idea of Patterns, order and organisation also
Science inquiry skills are a fundamental part has a focus on recognising patterns in the world,
of the AC. However, the development of such but can extend this idea to a larger scale pattern
skills should begin before children reach primary such as global weather patterns.
    Paper 1: Early years science and integration   13

Another example of the cohesiveness of the Systems, the AC states that ‘initially, students
EYLF and the key ideas of science, is the identify the observable components of a clearly
key component of Outcome 2 of the EYLF: identified “whole” such as features of plants and
‘Children are connected with and contribute to animals’ (ACARA, 2016, p. 7) or recognise the
their world.’ The EYLF states that this becomes parts of a mixture (sand and water), illustrating
evident when children explore, infer, predict how there are links across the EYLF and the AC
and hypothesise in order to increase their for this key aspect of science. Systems can be
understanding of the interdependence between studied at many levels, including observing and
land, people, plants and animals. This is an learning about the components directly from
early stage of understanding systems, where observation to understanding the complex and
children analyse and show understanding of abstract interactions that exist within them. Both
the way in which systems ‘work’, and leads to the EYLF and the first years of the AC focus on
children developing the ability to understand, children’s growing understanding of the world
explain and predict real-world phenomena. For around them.
14   Science in the early years   

Integration in the EYLF and

in the Australian Curriculum:
Science
Science is not something that needs to to develop both their science and literacy skills
be taught in isolation from other learning in an inquiry-based program. The US developed
areas. One of the benefits of early years ScienceStart! (ScienceStart!, 2018) preschool
science learning is the enormous scope to program also recognises the ability to integrate
integrate it with other areas such as literacy science with literacy and mathematics and
and mathematics (Greenfield et al., 2009; provides a science-based preschool curriculum.
Delserieys, Jégou & Givry, 2014) as well as Including science in the early years does
the ability to reinforce and revise skills learnt not mean educators need to add more to
in other content areas (Gelman & Brenneman, their programs, rather, if science is cleverly
2004; French, 2004; Hess, 2010). Literacy and integrated, it can mean that more skills and
mathematics skills are vital for science learning content can be covered at the same time.
(Gelman & Brenneman, 2004) and support
Science and mathematics share many common
the development of science skills (Russell &
ideas and skills that can be developed in the
McGuigan, 2016). Early years science activities
early years. These include measurement,
can allow language and mathematical skills to be
number patterns, sorting and classification of
developed and revised as children experiment
objects and forming groups based on common
and discuss what they are doing and what they
characteristics. Inquiry-based science and
have found (Conezio & French, 2002; French,
mathematics activities can allow educators to
2004). Using science as the central unit to
effectively integrate mathematics and science
develop knowledge and skills in other domains
so children can learn that both mathematics
recognises that young children are holistic
and science involve, for example, discovering
learners (French, 2004) and provides scope for
patterns and relationships (Saçkes, 2013).
children to develop their understandings of the
Mathematics and science understandings can
world around them. For instance, there is value
be introduced through young students exploring
in setting science activities within the context
their world (Gallenstein, 2005). Children can
of a story (Cavendish, Stopps & Ryan, 2006).
explore the outdoor space to count how many
Through listening to a story, children can gain
different living things they can find and also
an understanding of the purpose and reason for
begin to group these acording to their common
an investigation, and a story can help children
characteristics such as the number of legs
become more engaged. An early years science
they have or whether they need sunlight to
program can also provide opportunities for
grow. It is important that the commonalities of
children to develop their science vocabulary
mathematics and science are hightlighted to
(French, 2004; Delserieys et al., 2014) as children
young students as they happen to help them
are introduced to terms that support SIS such develop these understandings.
as observe, predict, check, and report (Gelman
& Brenneman, 2004). Having the correct Integration is also discussed in the EYLF and
vocabulary helps children think, talk and work the AC in several contexts. The EYLF adopts an
scientifically (Gelman & Brenneman, 2004), and emphasis on holistic approaches to teaching
develop and label their SIS and knowledge. The and learning, which recognises the connections
research-based Primary Connections (Australian between mind, body and spirit (Australian
Academy of Science, 2018) program recognises Government, 2009). It looks at the integration
that science and literacy can be easily integrated of sensory, motor and cognitive systems
and that this integration benefits young students demonstrated by children’s development in
    Paper 1: Early years science and integration   15

both learning and physical aspects (Australian

Government, 2009). The outcomes are also
developed to capture the integrated and
Summary
complex learning and development from
birth to five years of age. Learning in relation
to these outcomes is influenced by several Young children are curious and inquisitive, they
factors, including the extent to which each learn from their everyday experiences and not
child integrates learning, as they progress on just in formal educational settings. Introducing
their individual pathway towards the outcomes. science in the early years can harness children’s
The EYLF also describes children’s learning as curiosity and build on their knowledge of science
integrated and interconnected. The connections concepts, which is further developed as they
include both those between children, families experience the world around them. Early years
and communities; and connections to the science allows children to explore, question
natural world as an understanding and respect and develop as learners. Young children are
for the natural world is fostered (Australian more accepting of mistakes and failure and
Government, 2009). fostering these characteristics from a young
age through the experimental nature of science
The term integration is used in two closely
provides opportunities for children to learn from
related aspects of the Australian Curriculum:
failure. Introducing science activities to young
Science. In the SU strand, science
children and allowing them to make mistakes
understanding is ‘evident when a person selects
could build their confidence to take risks in
and integrates appropriate science knowledge
their later education. Scientific learning from
to explain and predict phenomena, and applies
the early years also supports young children’s
that knowledge to new situations’ (ACARA,
development of critical thinking skills.
2016, p. 7). Integration is also referred to in the
relationships between strands. In the practice It is important to recognise that science is
of science, the three strands SU, SHE and SIS already a part of many activities undertaken in
are closely integrated. Student experiences of early years learning and that both the EYLF and
school science should mirror and connect to the the AC support and foster science learning. To
way scientists work; the three strands of the assist young children’s scientific understandings
Australian Curriculum: Science should be taught and learnings, educators should recognise the
in an integrated way (ACARA, 2016). This leads science in their daily activities and see science
to a view that science should be taught in a way as an approach to learning not just as an activity.
that supports the development of connections Integrating science into other aspects of young
between scientific knowledge drawn from the children’s learning can help develop skills in
biological, chemical, physical and earth and science as well as literacy and numeracy.
space sciences; and should endeavour to be
authentic, in that it reflects the way in which
scientists work.

Integration has several meanings across the

EYLF and Australian Curriculum: Science.
However, each has a clear and consistent
view that learning outcomes and specific
subject matter content should not be taught
in an isolated, fragmented way, but should
be embedded within a broader framework of
development and learning. In the early years of
schooling, fostering opportunities for children to
make connections across aspects of their lives,
including those related to the environment and
SIS, is of paramount importance.
16   Science in the early years  

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