Recent research confirms the importance of encouraging science learning experiences for preschool-aged children. In a position statement released in January (2014) the National Science Teachers Association (NSTA) affirmed that "learning science and engineering practices in the early years can foster children's curiosity and enjoyment in exploring the world around them and lay the foundation for a progression of science learning in K–12 settings and throughout their entire lives."
This position statement, focused on children from age 3 through preschool, complements NSTA's position statement on elementary school science adopted by the board in 2002.
The NSTA position statement on early childhood identifies six key principles to guide the learning of science among young children: 1) children have the capacity to engage in scientific practices and develop understanding at a conceptual level; 2) adults play a central and important role in helping young children learn science; 3) young children need multiple and varied opportunities to engage in science exploration and discovery; 4) young children develop science skills and knowledge in both formal and informal settings; 5) young children develop science skills and knowledge over time; and 6) Young children develop science skills and learning by engaging in experiential learning. More details about these key principles and NSTA recommendations for teachers and other education providers’ supportive role in early childhood science are included in position statement available on the NSTA website.
http://www.nsta.org/about/positions/earlychildhood.aspx