Observing how children manipulate the objects in their environment will give you a clue as to what questions to ask when you step into the play. Notice if they are filling the empty cups with water or sand, attempting to balance the scale or tip it in one direction or the other. Allow children to discover the materials on their own and observe how they manipulate the objects. For example, set out a simple balance scale in your science center as well as some empty cups, a few small weights, and a collection of paper clips, rubber bands, and other office supplies. The key to a discovery learning curriculum is to ask, and encourage the children to ask as well as answer, “what if?” questions. Since this area of the day usually revolves around making discoveries and executing experiments, it will be an easy transition for students and teachers. If you choose to give discovery learning a try, start with your preschool science curriculum. However, even if you’re not ready to embrace the concept completey you may be able to introduce some of activities and elements of it into your early childhood classroom. If you are the type of teacher who needs to plan her schedule of activities well in advance and is uncomfortable with mixing it up or playing it by ear, a discovery learning curriculum may not be right for you. It will involve a certain amount of flexibility in the daily schedule as in your own plans. If you are open to trying this kind of curriculum in your preschool classroom, keep in mind that it is not for everyone. If the teacher is open, the classroom planning may evolve towards a hibernation theme or a broader animal theme. The child may ask a question which leads to a discussion of how animals live through the winter months. While the children are outdoors collecting leaves for this activity, a child discovers a squirrel hiding acorns. Most activities that are based on discovery learning are planned quite by accident! For example, a teacher may plan an autumn nature activity that involves making leaf rubbings. Rather than being asked to memorize facts or learn by listening, children are ask to manipulate materials, experiment, make assumptions and discover by themselves. The theory of discovery learning assumes that children learn best through experimentation and discovery of facts and relationships on their own.
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