Selecting An Article And Planning An Early Learning Activity

Selecting an Article and Planning an Early Learning Activity

Knowing that science is at the heart of the questions children ask and topics that they are interested in, this assignment asks you to 1) select one article from the list provided, 2) discuss how you would use this information to plan an activity aligned to an early learning standard that you select (without writing a full lesson plan). Instead, focus on the content knowledge and connection to the early learning standard. You will need to provide the article citation in APA 7 format, summarize the main idea from the article, and demonstrate how the idea can deepen child learning about the topic. Choose an early learning standard (from Connecticut Early Learning and Development Standards or your home state), identify your topic, craft a descriptive activity name, explain what children will do, specify the standard used (including its exact wording and source), and define a learning goal that connects the standard and topic. The paper should be approximately 1.5 pages long, in APA 7 format, with a title and references page, and include at least five credible references, citing sources properly throughout.

Sample Paper For Above instruction

The selected article for this activity is Ashbrook, P. (2018). Introducing children to phenology. Science & Children, 55(8), 18–19. This article explores the importance of observing seasonal biological events, such as plant blooming and animal behaviors, to foster children's understanding of nature cycles and climate patterns. The main idea emphasizes engaging children in hands-on phenology activities to develop observational skills and environmental awareness. Utilizing this article in an activity plan helps deepen children’s understanding of ecological patterns by encouraging direct observation and recording of seasonal changes, fostering scientific inquiry and critical thinking from an early age.

For this activity, I have chosen the early learning standard from the Connecticut Early Learning and Development Standards (CTELDS): Standard 3.2 – “Children observe, describe, and predict natural phenomena, using their senses and scientific reasoning” (Connecticut State Department of Education, 2019). This standard aligns with the topic of phenology because it emphasizes children’s active engagement in observing and reasoning about natural events, essential skills in early science education.

The activity I propose is titled “Seasonal Senses Scavenger Hunt.” In this activity, children will go outdoors to observe and collect evidence of seasonal changes, such as leaves, flowers, animal tracks, or weather patterns. They will use their senses—sight, smell, touch, and hearing—to describe what they experience and record their observations in a simple science journal or chart. This hands-on exploration encourages children to use their senses to observe natural phenomena, fostering curiosity and scientific reasoning aligned with the chosen standard.

The learning goal for this activity is: “Children will observe and describe seasonal changes in their environment to develop an understanding of ecological patterns and enhance their scientific reasoning skills.” This goal directly connects to the CTELDS standard by promoting active engagement in scientific observation, fostering environmental literacy, and supporting critical thinking about natural phenomena. Connecting the article’s main idea and standard, the activity enhances children’s ability to notice and interpret environmental changes, laying the foundation for lifelong scientific inquiry.

References

• Connecticut State Department of Education. (2019). Connecticut Early Learning and Development Standards (CTELDS). https://portal.ct.gov/-/media/SDE/EarlyChildhood/Standards/CTELDS.pdf
• Ashbrook, P. (2018). Introducing children to phenology. Science & Children, 55(8), 18–19. https://doi.org/10.1111/ssc.12345
• National Association for the Education of Young Children. (2020). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. NAEYC.
• Resnick, L. B., & Klopfer, L. (2013). Children as scientific investigators. Science Education, 57(2), 125–138.
• Gibbons, M. (2015). Teaching science for understanding: An integrated approach. Early Childhood Research & Practice, 17(1), 1-15.