ECSIF felt like children in a candy store—or naturalists in the woods! We had so many opportunities to learn at NSTA. Here are some of the most powerful ideas!
One reason it is so important to introduce science to very young children: the understandings they develop—no matter how basic or partial—provide a framework for later learning.
As an outdoor educator and “nature elder,” Heather Taylor tells two stories that stretched her personal views of what it means to allow children to have the freedom to make their own choices as they study nature.
This summer, discover learning activities for the classroom and explore resources to add to your teaching toolbox and enhance your professional development.
This online version includes an additional reflection from the authors showing how the defining elements of PPR transform participatory research into a vehicle for shared learning for teachers and children alike.
Parents, educators, and other primary caregivers might not realize that a small patch of grass, a single tree, and a walk to the store are opportunities to observe nature, generate questions, and conduct experiments to find answers.
Not every preschool can implement a full nature-based approach. Small shifts in program practices can give children more meaningful experiences with the natural world.
Mr. Joe has set the stage for ongoing learning opportunities by creating a weekly routine that focuses on the children’s in-depth study of Todd, the adopted oak tree.
It began with just the spark of an idea—to construct an outdoor classroom—and ultimately led to using photography as an instructional anchor to explore and capture nature’s beauty, and beyond.
In this article, we explain why engineering practices are an important part of early STEM (science, technology, engineering, and mathematics) learning and share examples of exploring engineering practices.
