Curiosity along with exploration and discovery define science in early childhood education. The process of investigating natural phenomena while asking questions and performing idea tests helps young children establish scientific thinking alongside creative development. Through experiential hands-on investigations children gain the ability to explore curiosity which leads them to form hypotheses while solving problems. Through participation in science children develop both critical and imaginative thinking abilities because they create theories and rely on their senses and experiment through errors (Campbell & Jobling, 2012). Schoolteachers who want to nurture creativity should create flexible activities which inspire interest via natural exploration activities as well as experiments with touchable elements and creative prompts.

Theories and Perspectives              

Children learn science best from exploration and discovery activities within Piaget's theory during their sensorimotor and preoperational developmental phases. Children develop their understanding through actual physical activities and experimental processes which he endorsed (Berk & Meyers, 2019). According to Dewey real-world exploration serves as one of the fundamental values within his experiential learning approach since it enables children to learn through both actions and reflections. Children discover science through their inherent curiosity which both teaching methods support through independent inquiry and problem-based learning. The naturalistic and logical-mathematical aspects of Gardner’s multiple intelligences theory empower children to demonstrate their scientific understanding through building, drawing, discussion, and experimental techniques (Gardner, 2011).

Resources, Materials, and Digital Technologies

  • Natural materials: leaves, rocks, sticks, shells, soil
  • Tools: magnifying glasses, tweezers, bug catchers, balance scales
  • Sensory materials: water, ice, slime, sand, light tables
  • Digital tools: microscopes, time-lapse apps, weather apps, digital thermometers
  • Provocation trays: The equipment enables learners to determine floating/sinking behavior as well as perform colour mixing and examine growth patterns. Children develop both scientific thinking and creative experimentation skills when they use open-ended materials and real-world tools.

 

Learning Experiences by Age Group

0–2 years:

  • Sensory tubs with water or sand
  • Exploring warm vs. cold objects
  • Tasting different textures (safe foods)

2–3 years:

  • Mixing colours with paint or water
  • Watching ice melt or bubbles form
  • Collecting leaves, feathers, or pebbles

3–5 years:

  • Building ramps and testing how objects roll
  • Observing insects with magnifying glasses
  • Planting seeds and tracking growth

6–8 years:

  • Conducting simple experiments (e.g., vinegar and baking soda)
  • Keeping a science journal or drawing observations
  • Exploring magnetism or electricity with kits

Three Original Creative Learning Opportunities

  • 0–2 years – “Splash and Sink”
  • 2–3 years – “Colour Mix Magic”
  • 3–5 years – “Mini Garden Scientists”

Critical Reflection

The traits of curiosity and experimental and outdoors exploration blend seamlessly into my teaching practice. To me science requires thinking about hypothetical situations while embracing unexplained phenomena. By displaying these characteristics I establish safe environments for students to test their ideas safely. My approach includes asking open-ended queries while giving investigative tools as learning resources. The tools I use include visual and digital features such as time-lapse photography and magnifiers to help children expand their observational capabilities. The learning environment develops creative and respectful inquiry-based approaches because of this approach. Through my demonstration of curiosity and new idea openness I help children earn confidence about their thinking while encouraging creative problem-solving—crucial competencies for continuous learning and innovative thinking (DEEWR, 2009).

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