The purpose of this chapter is to suggest ways for early childhood teachers to teach science content knowledge, vocabulary, respect, and an appreciation for nature while children engage in meaningful outdoor nature activities. Science concepts such as nature, life cycle, observation, and experimentation can be woven into outdoor activities as children pretend to be nature scientists. Intentional planning provides teachers with the opportunity to integrate science content knowledge and vocabulary learning during the nature study. The careful selection of content vocabulary related to the scientific process and science content knowledge helps children learn new words in meaningful and developmentally appropriate ways. This chapter provides several examples of outdoor nature activities with science content knowledge and vocabulary embedded into each activity.
Han, M., Edwards, N. and Vukelich, C. (2014), "Content Knowledge and Vocabulary Learning in Nature: Becoming a Nature Scientist!", Learning Across the Early Childhood Curriculum (Advances in Early Education and Day Care, Vol. 17), Emerald Group Publishing Limited, pp. 73-93. https://doi.org/10.1108/S0270-4021(2013)0000017008Download as .RIS
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