The Teaching of Science Process Skills in Early Childhood Development Classrooms

Abstract

There is a growing interest in the teaching of science in early childhood development (ECD) classrooms the world over. This has led to some countries crafting and implementing policies that ensure the teaching of science process skills. This study explored the teaching of science process skills in ECD classrooms of Zimbabwe through an interpretive multiple case study. Data were collected using semi-structured interviews, lesson observations, still photographs and field notes from four purposively selected ECD teachers. Findings show that the participants had knowledge of science process skills namely, communication, observation, measuring, comparing, classifying, predicting and inferring. The study found that science process skills were best taught using child-centred approaches such as explorations, play, experiments and guided discovery because such methodology encourages an active participation of learners. Effective teaching of science process skills in prepared science environments lays a foundation of acquiring scientific knowledge, content and skills in young learners. The study concluded that participants' knowledge and experience of teaching science process skills afforded them a strong foundation for developing science skills in ECD learners. Hence, there is a need for parents and school administrators to support teachers through resource mobilisation, provision and allocation. The study recommends the ECD teachers to teach science process skills as a way of perpetuating the nation's goal of introducing STEM subjects in ECD classes.