Creative ScienceCuriosity, inquiry and evidence
Science begins with wonder, children predict, observe and hypothesise through playful investigation.
Introduction
Science in early childhood is fundamentally about nurturing a child’s natural curiosity and wonder rather than just teaching facts. According to Knaus and Roberts (2017) young children are innate scientists who constantly question explore and experiment with their world. Facilitating creativity through science involves moving beyond rote learning to an inquiry-based approach where children actively investigate problems. This fosters divergent thinking which generates multiple solutions rather than convergent thinking. By engaging in the scientific process of predicting observing and hypothesising children develop critical dispositions such as persistence flexibility and the confidence to take intellectual risks.
Theories and Perspectives
Creativity in science is underpinned by the inquiry-based learning framework described by Pedaste et al which outlines a cycle of Orientation Conceptualisation Investigation and Conclusion. This perspective aligns with social constructivist theory where educators scaffold children’s understanding from everyday concepts to scientific concepts through collaborative dialogue. Howard and Mayesky (2022) emphasise that creative science fosters scientific literacy which is the ability to understand and make decisions about the natural world based on evidence. The Early Years Learning Framework also supports this by viewing children as active participants in their own learning.
Resources and Materials
To facilitate scientific inquiry the learning environment must be rich with provocations such as large shells nests or prisms that spark questions. Educators should provide real tools like magnifying glasses pipettes and weighing scales to validate children’s investigations. Digital technologies are powerful tools for extending this learning. Digital microscopes allow children to view details invisible to the naked eye while time-lapse photography apps can capture slow processes like a bean sprouting helping children visualize changes over time.
Provocations
- Natural items: shells, nests, seed pods, rocks
- Prisms, mirrors, magnets
- Observation trays and field journals
Investigation Tools
- Magnifiers, pipettes, measuring jugs and scales
- Trays, tubs and safe containers
- Protective gear, aprons, eye protection
Digital Technologies
- Digital microscopes for close observation
- Time-lapse photography apps
- Tablets/cameras to record investigations
Age-Appropriate Learning Experiences
0 - 2 Years (Sensory Science)
Treasure Baskets
For infants science begins with sensory exploration. Educators can create a treasure basket filled with natural materials of varying textures, weights and temperatures like a pinecone, a smooth cool stone or a metal spoon. Allowing infants to explore these objects freely using all their senses including mouthing and banging helps them notice physical properties. This develops sensory awareness and is adapted from STEM in Early Childhood Education regarding engaging the five senses which supports EYLF Outcome 4.1 regarding curiosity and imagination.
Knaus & Roberts, 2017, EYLF Outcome 4.1
Water Play Exploration
In a low trough or during bath time educators can provide sponges and cups. By demonstrating how to squeeze a wet sponge to make water come out and encouraging the infant to mimic the action children explore cause-and-effect relationships. This hands-on investigation helps them understand the physical property of absorption and action-reaction. Adapted from Howard and Mayesky (2022) regarding exploring properties of materials this activity connects to EYLF Outcome 4.2 where children develop skills in experimentation.
Howard & Mayesky, 2022, EYLF Outcome 4.2
2 - 3 Years (Everyday Physics)
Sink or Float Experiment
Toddlers can investigate buoyancy by using a large tub of water and a collection of waterproof items like a cork, stone, plastic spoon and metal key. Before dropping each item in, the educator asks the children to guess if it will swim on top or go down. Sorting the items into two piles helps them practice the scientific skills of prediction and classification. Adapted from Knaus and Roberts (2017) regarding everyday explorations this supports EYLF Outcome 5.4 where children begin to understand how to classify items.
Knaus & Roberts, 2017, EYLF Outcome 5.4
Shadow Chasing
On a sunny day educators can take children outside to explore light and shadows. By drawing attention to their shadows and asking “can you catch your shadow or make it big?” children engage with physical science. Using chalk to trace a child’s shadow on the concrete and returning later to see if it has moved teaches them about the movement of the sun. Adapted from Howard and Mayesky (2022) regarding light sources this experience links to EYLF Outcome 2.4 where children show respect for the environment.
Howard & Mayesky, 2022, EYLF Outcome 2.4
3 - 5 Years (Changes & Life Cycles)
Melting Ice Excavation
To investigate changes of state educators can freeze small plastic dinosaurs inside large blocks of ice. Providing children with tools like pipettes with warm water, salt shakers and small hammers allows them to test different methods for getting the toys out. Asking them to predict the fastest way fosters hypothesis generation. Adapted from Howard and Mayesky (2022) regarding investigating changes of state this aligns with EYLF Outcome 4.2 where children hypothesise and investigate.
Howard & Mayesky, 2022, EYLF Outcome 4.2
Growing from Scraps
Children can observe biological life cycles by using vegetable scraps like carrot tops or lettuce ends placed in shallow dishes of water. Having children observe them daily and predict what will happen encourages long-term observation. Using a digital camera to take a photo each day creates a timeline of growth which integrates technology. Adapted from Knaus and Roberts (2017) regarding growing plants this supports EYLF Outcome 5.5 where children use technologies to record data.
Knaus & Roberts, 2017, EYLF Outcome 5.5
6 - 8 Years (Systems & Light)
Making a Wormery
Older children can construct a wormery in a clear plastic container by layering sand and soil and adding earthworms. Covering the sides with dark paper and removing it after a few days allows them to observe how the worms mix the layers. This helps students understand biological systems and the interdependence of living things and their environment. Adapted from Knaus and Roberts (2017) this links to the Australian Curriculum for Science as students learn about living things and their needs.
ACARA Science, Knaus & Roberts, 2017
Pinhole Projectors
Students can investigate the properties of light by constructing a simple pinhole projector using a cardboard box, tape and foil. Using it to view an image of a bright object projected onto the back of the box allows them to experiment with the size of the hole to see how it changes image clarity. This physical science activity explores how light travels in straight lines and connects to the Australian Curriculum for Science regarding light sources.
ACARA Science, Howard & Mayesky, 2022
See full references on the References page.