Fostering Language and Literacy through Science Faith Polk, PhD. October 4, 2014 Stan and Carol Little ECE Conference.

Fostering Language and Literacy through ScienceFaith Polk, PhD.October 4, 2014

Stan and Carol Little ECE Conference

Outcomes• Describe science content and

processes for young children• Review key concepts in language and

literacy development• Demonstrate the ways science is an

effective vehicle for language and literacy learning

Almost all young children in almost all

environments ‘do science’ most of the

time; they experience the world around them and develop theories about how that world

works (Conezio & French, 2003, p.

5).

What is Science For Young Children?

• Exploring and discovering the everyday world that surrounds them

• Developing enduring mental representations of their experiences

• Using language to translate and share their understandings

Ask and

Reflect

Plan and

Predict

Act and

Observe

Report And

Reflect

Scientific Reasoning

Ask and

Reflect

Plan and

Predict

Act and

Observe

Report And

Reflect

Scientific Reasoning

I Wonder …?

What Do I Know About It?

Ask and Reflect

• Open the bag on your table• List what you know about the contents• Develop questions about the contents• Prepare to share with the large group

Ask and

Reflect

Plan and

Predict

Act and

Observe

Report And

Reflect

Scientific Reasoning

What Do I Want to Know?

What Do I Think Will Happen?

Plan and Predict• Create a list of what you want to know about

the bag’s contents• Develop a plan for obtaining that information• Develop a hypothesis or prediction about the

bag’s contents

Ask and

Reflect

Plan and

Predict

Act and

Observe

Report And

Reflect

Scientific Reasoning

Ask and

Reflect

Plan and

Predict

Act and

Observe

Report

And Reflec

t

Scientific Reasoning

Create a Report

Ask and

Reflect

Plan and

Predict

Act and

Observe

Report And

Reflect

Scientific Reasoning

Emergent Literacy

• Begins prior to learning to read• Includes a set of experiences and

skills that are developmental precursors

• Develops through interactions involving language and print

Emergent Literacy Skills

• Oral Language• Phonological Awareness• Print Knowledge• Print Motivation

Phonological Awareness

• Sensitivity to and ability to manipulate sounds in words independent of meaning

• Developmental Progression: Word, Syllable, Onset-Rime, Phoneme

• Related closely to decoding ability

Print Knowledge

• Letter Names• Letter Sounds• Print carries meaning

Print Motivation

• Reading is valuable• Reading is enjoyable• Reading is purposeful

Mat

hem

atic

sScience

Literacy

Content areas offer specific ways to investigate the world and

communicate their discoveries to others

(California Department of Education, 2000, p. 127).

Eager to Learn

• Teaching and learning will be most effective if they engage and build on children’s existing understandings

• Key concepts in each domain must be linked with information and skill acquisition

• Metacognitive skill development allows children to solve problems more effectively

(National Research Council, 2001, p. 308)

From the Field

• Non-fiction books provide a foundation for conversation

• Prior knowledge/experience and new observations and activities support vocabulary growth

• Read-alouds and discussion foster receptive language

• Engaging in scaffolded scientific reasoning builds expressive language

(Conezio & French, 2003, p. 7)

CA Preschool Learning Foundations Strands

• Scientific Inquiry– Observation & Investigation– Documentation & Communication

• Physical Science– Properties & Characteristics– Changes

• Life Science– Properties & Characteristics– Changes

• Earth Science– Properties & Characteristics– Changes