This text gives teachers, student teachers and other early years practitioners a clear understanding of how science and design and technology contribute to children's learning. It should help teachers make more focused, diagnostic observations of young children's play by identifying the scientific and design concepts, skills and attitudes being developed. It gives clear guidance for planning experiences and inetrventions that will help move the chidlren forward in their learning within specific areas of the foundation stage curriculum, whilsr giving a critical insight into the implications of this approach for teaching and learning and assessment in Key Stage 1 and beyond. The book features: a focus on young children's learning - what we know from research about how young children learn and the centrality of their early scientific and designing/making experiences to this learning; case studies of successful early years practice in science and design and technology; examples of practice planning for learning, written by early years practitioners; an analysis of the contribution of science and design and technology towards meeting the early learning goals; and advice for adults working in different early years settings. Founded on both research and first-hand experience, this practical and accessible book demonstrates how scientific and designing/making activities are natural to young children and have the potential for contributing to all aspects of their learning.

Author Biography

Alan Howe and Dan Davies are Senior Lecturer in Primary Education at Bath Spa University College.