Teaching Science and Design and Technology in the Early Years 3?

Teaching Science and Technology in the Early Years (3-7) celebrates young children’s amazing capabilities as scientists, designers and technologists. Research-based yet practical and accessible, it demonstrates how scientific, designing and making activities are natural to young children, and have the potential for contributing to all aspects of their learning.

By identifying the scientific and design-related concepts, skills and activities being developed, the book enables the reader to make more focused diagnostic observations of young children and plan for how they can help move them forward in their learning. This second edition has been thoroughly updated and features:

Six new chapters providing practical advice and examples for enhancing scientific and technological learning through thematic approaches

• a new chapter focusing on the outdoor learning environment and how this can support science and technology
• new case studies of successful early years practice, alongside examples of practical planning for learning, and advice on documenting children’s learning stories,
• guidance on the role of talk, narrative, documentation and planning in relation to early years science and technology

Based on the latest research and the first hand experience, this practical and accessible book is essential reading for early years and primary students on undergraduate and Masters level courses.

Dan Davies is Head of Research and Graduate Affairs in the School of Education, Bath Spa University, UK. He is Professor of Science and Technology Education and leads the Centre for Research in Early Scientific Learning (CRESL) which is a Primary Science Teaching Trust Regional Hub.

Alan Howe is Acting Head of Department of Education and Childhood Studies at Bath Spa University and a founding member of CRESL.

Christopher Collier is Senior Lecturer in Primary Science at Bath Spa University, UK.

Rebecca Digby is a senior lecturer in Primary and Early Years education at Bath Spa University and a member of CRESL.

Sarah Earle spent thirteen years teaching in primary schools in Bristol before moving to Bath Spa University as senior lecturer in Primary PGCE and a member of CRESL.

Kendra McMahon spent ten years as a primary school teacher in the South West of England before becoming Senior Lecturer in Education at Bath Spa University and a founding member of CRESL.