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Abstract:
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Self -motivated activities , or play , that children choose to engage in are manifestations of a variety of science process skills being used to construct knowledge about their environment . While many people agree that science skills should be fostered at an early age , due to the possible positive influence of a wider base of experiential knowledge and the development of a love of science , there is a lack of research available to support the development of early childhood science curriculum (Bredekamp & Copple , 1997 , Brenneman , Stevenson -Boyd & Frede , 2009 ) . This study follows the daily activities of four - and five -year -old children attending a science -based preschool in the southwestern United States . The play activities of the children were observed for their use of the science process skills of observing , comparing , classifying , measuring , communicating , inferring , predicting and experimenting . A wide range of play activities centered around the foundational skills of observing , comparing , measuring , communicating and inferring . The teachers and students combine to create a unique environment promoting excitement and exploration . |