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Supporting your child’s learning at home: Ideas for developing early science skills

Young children begin to develop a sense of curiosity and start asking questions about the world around them at an early age. In fact, infants and toddlers are naturally curious and are constantly exploring their environment through their senses. As children grow and develop, they become more and more curious about the world around them and will often ask questions about how things work or why things happen. The first steps in scientific enquiry can be taken by fostering this natural curiosity and “systematic” investigation, that is, repeated and consistent exploration of a child’s environment.

There are many ways you can support and encourage your child’s journey in exploration. In general, it is important to provide your child with age-appropriate materials and activities, answer their questions no matter how basic or strange they may seem at first, and encourage them to make observations and ask more questions.

Open-ended resources are essential for nurturing children’s pre-science skills.
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Forest School Sessions – methods & benefits

Written by Laura Rodemeyer, EYTS, Qualified Forest School Practitioner

We want our children to feel a sense of belonging and responsibility towards their environment, have a sound knowledge of the flora and fauna that surrounds them and to be able to recognise the beauty and importance of the natural world. The Forest School approach is a useful tool to achieve these goals, giving children opportunities to learn about and explore the world they live in. 

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“Natural Maths” for 3-5 Year Old Children

Can mathematics be taught at an early age? Is it beneficial to do so? What sort of mathematics can be taught in the 3-5 year old age group?

In this blog post we will answer these questions (and, as a sneak peak, here are the short answers: Yes, Yes, and Pretty Advanced Stuff, as it turns out!)

Mathematics can indeed be taught at an early age and it is beneficial to do so for at least two reasons: first, it helps put in place the fundamental mathematical concepts, which will carry a child’s understanding of the subject through primary school and beyond; and second, it introduces the topic without cumbersome tasks that tend to tire children and possibly dissuade them from taking up mathematics later on.

The prevailing wisdom among parents and early years professionals is that early math should begin with numbers and counting, starting with small numbers up to 5 and slowly introducing bigger numbers, before moving on to addition and eventually subtraction (in primary school). Multiplication and division are more advanced operations that are taught only in primary school. All through this linear progression from one task to the next, there is a strong focus on calculation. As a result, central concepts of mathematics, such as functions and variables, limits and symmetry, are typically introduced in high school. However, these very concepts are the ones that mathematicians identify as their true “tools of the trade”. The ability to memorize a multiplication table, by comparison, is only marginally useful.