Hands on science activities are highly engaging to young learners. Such activities also enhance early literacy skills, a connection supported by a growing body of research. Let’s take a closer look at how science experiences support early literacy skills.
#1: Encouraging Curiosity and Inquiry
Science activities evoke children’s natural curiosity. During science investigations, children ask questions, make observations, and seek answers. This process involves not only verbal expression but also listening and comprehension as children share their ideas and listen to their classmates and teachers. Research indicates that inquiry-based science experiences can significantly enhance vocabulary acquisition and language development, which are key literacy components.
#2: Enhancing Vocabulary and Comprehension
As indicated in # 1, science activities introduce children to new and complex vocabulary. Words like “experiment,” “hypothesis,” and “observe” become part of their working vocabulary through hands-on activities. Enriched vocabulary supports later reading comprehension when children encounter these words in texts. A study by Greenfield et al. (2009) found that preschool children who participated in science activities demonstrated improved vocabulary and narrative skills compared to those who did not engage in such activities .
#3: Promoting Critical Thinking and Narrative Skills
Science activities encourage children to think critically and sequentially, which are critical literacy skills. When children conduct experiments, they learn to predict results, make observations, and deduce conclusions. These skills are also needed for reading comprehension and writing. For example, science activities help children learn to sequence events, a key narrative skill, by describing their activities’ tasks and outcomes.
#4: Supporting Reading and Writing Through Science Based Texts
Incorporating science-themed fiction and non-fiction materials into early childhood settings connects science and literacy. Books that describe and explain scientific ideas can spark interest in reading and reinforce scientific vocabulary and concepts. For example, reading a book about the life cycle of butterflies can complement other classroom activities like sorting flying and crawling creatures, using insect puppets, pretending to fly, etc., creating a cohesive learning experience that supports both literacy and science understanding .
Here are just a few strategies for integrating science and literacy…
Plan Hands-On Activities and Experiments
Planning hands-on science activities encourage children to explore and ask questions. Even simple experiments, like mixing colors or planting seeds, provide children opportunities to discuss, describe and record observations.
Have Science-Themed Story Times
Reading books about animals, plants, weather, space, etc. introduces new vocabulary and concepts, thus fostering both scientific curiosity and literacy skills.
Provide Science Journals and Documentation
Using science journals to draw, write, and describe experiments enhances writing skills and documenting observations helps children practice writing and reinforces the connection between spoken and written language.
Engage in Collaborative Learning and Discussion
Discussing science activities as a group allows children to formulate and articulate their thoughts, listen to others, and build on ideas which promotes oral language development and enhances comprehension skills.
Lynne Hall is a research associate at the Indiana Institute on Disability & Community’s Early Childhood Center. She holds a Master of Science in Education and an Indiana instructional teaching license (Early Childhood Education and Services; Elementary/Primary Generalist; Elementary/Intermediate Generalist). She formerly taught preschool in a variety of settings for over 15 years. Her expertise includes early literacy instruction, equity in early childhood education and inclusive classroom practices.
Email her at hallma@iu.edu
https://www.iidc.indiana.edu/ecc/index.html
References
- Greenfield, D. B., Jirout, J., Dominguez, X., Greenberg, A., Maier, M., & Fuccillo, J. (2009). Science in the preschool classroom: A programmatic research agenda to improve science readiness. Early Education and Development, 20(2), 238-264.
- Neuman, S. B. (2010). Sparks fade, knowledge stays: The National Early Literacy Panel’s report on shared reading interventions. Educational Researcher, 39(4), 301-304.
- Brenneman, K. (2011). Assessment for preschool science learning and learning environments. Early Childhood Research & Practice, 13(1).
- French, L. (2004). Science as the center of a coherent, integrated early childhood curriculum. Early Childhood Research Quarterly, 19(1), 138-149.
- Strickland, D. S., & Schickedanz, J. A. (2009). Learning about print in preschool: Working with letters, words, and beginning links with phonemic awareness. The Reading Teacher, 63(1), 88-90.
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