Perhaps second only to mathematics, science and technology are the areas of the early years curriculum that leave parents and carers most daunted and confused about how to engage in their children's learning. Much of that trepidation can be overcome through organising family workshops.
Workshops can raise families' and practitioners' awareness of the science and technology behind everyday objects by allowing them to play and learn alongside their young children.
By demonstrating how much enjoyment can be had from simple investigations and explorations, such workshops challenge any negative attitudes that adults may have about science and technology, often stemming from their own personal experiences at school.
Over the past six months we have undertaken science and technology workshops with three groups of children and their families in Cornwall.
Involved were the children of Treverbyn School and Treverbyn Trailblazers, St Breock School and St Breock Beacons, and the babies and toddlers of Sure Start Lescudjack in Penzance.
In all, our workshops, which we called 'SciTots - Exploring together', involved 108 children, 20 practitioners and 111 family members including ten grandparents and 17 fathers.
The workshops were part funded by the Copus grant scheme, which aims to encourage science communication and to further the public understanding of science.
In this venture we had the perfect allies - the children themselves.
Through their interest and sustained involvement in the investigations they provided great role models, epitomising curiosity, creativity and enthusiasm for learning.
The feedback showed the extent to which workshops can open adult eyes to the potential for investigating science and technology with very young children and the level of interest that can be derived from such explorations.
'Never gave science a thought until now. It was a lot more interesting than I thought it was going to be and we have both enjoyed working together,'
said one parent.
Some parents had felt that science and technology was 'complicated' and 'for older children', while the workshops had demonstrated that 'it is very simple to apply science and technology to everyday things'.
Making plans
If you would like to organise science and technology workshops, think carefully before you start.
* Decide whether you have the in-house expertise to deliver the workshops or will need to invite outside help.
* Pick subjects of exploration that are accessible and familiar to all children and their families. Our themes were 'In the bathroom', 'In the kitchen' and 'In the garden'.
* Plan a range of activities for each workshop - we had up to six per workshop - and draw up simple instructions and questions to provide starting points for investigation in each activity (see box).
* Discuss safety considerations at the beginning of the workshop.
* Present the scientific ideas in an unthreatening way. We planned activities that covered, for example, physics and chemistry, but presented them under activities such as 'Blowing bubbles' and 'Drops of colour'.
* Give the parents and children as much time as they want to carry out their investigations. The most striking feature of the workshops was the length of time that the children, even the very youngest, spent on exploring a particular idea that fascinated them. Forty minutes was not uncommon.
* If possible, provide families with resources bags so that they can continue their explorations at home.
Main message
The success of a workshop will rest upon discussions with practitioners and family members to ensure that everyone is clear about the context, concepts and aims. Before the workshops, reflect with practitioners upon:
* the place of science and technology in the early years curriculum
* the concept of young children as researchers
* the role of adults as supporters of young children's learning
* the importance of involving the parents.
At the start of the workshop, talk with family members about:
* the broad aims of the workshops
* science and technology in everyday things
* the importance of valuing children's ideas and letting them take the lead
* listening to children and asking them good questions
* enjoying the opportunity to play and have fun.
Documentation
Record the experiments and the learning that occur by:
* taking photographs throughout
* asking the adults to take notes of the conversations and interactions they have with their children as they are exploring together
* encouraging the children to record their ideas and discoveries in drawings and 3-D models, using good-quality pens, pencils, paper and clay
* using this documentary evidence to create a display celebrating the wonders of science and technology.
Further information
* SciTot workshops: alc associates, PO Box 51, Truro TR1 1WJ, tel: 01872 273492 info@allowercase. fsbusiness.co.uk
* Copus: The Royal Society, 6-9 Carlton House Terrace, London SW1Y 5AG www.copus.org.uk
'In the garden' workshop
Ironically, our 'in the garden' workshop had to be held indoors because of bad weather, but it still worked well. Here we explored:
Planting seeds
Resources: seeds, blotting paper, cotton wool, plastic dishes, plastic glasses, magnifiers
* How many different parts can you see inside the broad bean? (use a magnifier to help you)
* What happens to the blotting paper when you you dip it in water?
* Can you pick up the cress seeds?
* Do you think you could look inside a cress seed?
Looking at plants
Resources: variety of plants - flowering and non-flowering, scented and non-scented, leaves of different shapes, colours and patterns, hyacinth in a transparent container, magnifiers
* What shape/colour are the leaves?
* What do they feel like?
* Do they smell?
* Do you like the smell?
* Does it remind you of anything?
* Can you see the roots of the plant?
Making models in clay Resources: clay, pictures of plants and minibeasts, small plants, leaves
* What does the clay feel like/look like/smell like?
* Try adding water to the clay - what does it feel like?
* Can you roll the clay into balls or coils or worms?
* Can you cut it into slabs.
* Can you make a model with your clay?
Feed the birds
Resources: peanuts in shells, garden twine, large bodkins, photos of birds and bird feeders
* Can you thread the peanuts on the twine?
* Which birds can you recognise?
* Where could you hang the bird feeder at home?
Lifting and shifting
Resources: large scale construction kit, large teddy bear, selection of garden tools - hand trowel, fork, plastic plant pots, watering can
* Can you make a wheelbarrow to help teddy carry his tools around?
* Will everything fit in?
* How well does your barrow work?
* Are there any things that you would change to make it better?
What can you find?
Resources: large deep tray, sand, gravel, bulb fibre, hay, stones, coins, large plastic models of insects and minibeasts, small sieves, magnifiers, photographs of minibeasts.
* What might be hiding in the hay?
* What might be hiding in the soil?
* Do you know the names of any of the things you have found?
* How could they have got there?
