Welcome to the Science in Early Childhood website.

 

Instructor resources

 

Note: These resources are available to adopters of the book, and require a username and password. Please contact Cambridge University Press if you require a password, and provide details of course, semester and enrolment as well as your name, university and position. If you do not wish to be added to our contacts database and receive email marketing, please state this in your email.

 

>> Email to request password access

 

Note that when you click on a file, you will be prompted for your password just once for each session.

 

Additional resources

This document contains a small sample of resources that may be useful for both educators and families.

 

Chapter-specific resources

Resources for each chapter include:

• multiple-choice questions
• short-answer questions and suggested responses
• useful web resources.

 

Files can be downloaded by chapter using the links below, or in one zip file.

 

Part 1 What initial information should I know to teach science?

• Chapter 1 – The place of science in the early years
• Chapter 2 – Identifying the science in early childhood policy documentation
• Chapter 3 – Science in the Australian Curriculum
• Chapter 4 – Learning theories related to early childhood science education

 

Part 2 How can I enhance children’s learning of science?

• Chapter 5 – Approaches to enhance science learning
• Chapter 6 – Scientific inquiry in the early years
• Chapter 7 – Teaching science inclusively
• Chapter 8 – Indigenous Ways of Knowing in science
• Chapter 9 – Science learning through play
• Chapter 10 – Enhancing young children’s science identity through pedagogical practices
• Chapter 11 – STEM education in early childhood

 

Part 3 How can I use the learning environment to enhance children’s science understandings?

• Chapter 12 – Science learning through informal experiences
• Chapter 13 – Science learning through the environment

 

Part 4 How do I plan and assess in science?

• Chapter 14 – Planning for teaching science in the early years
• Chapter 15 – Intentional teaching of science
• Chapter 16 – Observing, assessing and documenting science learning
• Chapter 17 – Science education: professional learning through reflective practice

 

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