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An article called Why Attracting Young Children to Science Is Important explains that "the lack of emphasis on science to younger children can create a deficit or gap that is difficult to fill later in life, particularly for students who do not have access to educational resources at home." Regrettably, many early educators often report they feel unprepared to support appropriate science learning for young children.

A new Exchange Reflections provides great food-for-thought on how using inquiry-based science learning can bring joy to the process for both child and educator. Here’s an excerpt from the article by R.G. Chandler "Chad" Nunamaker, William A. Mosier and Gabriela Pickett that forms the basis of the Reflections:

"Inquiry-based science education is an expanding area of interest for early childhood professionals. Unfortunately, many early educators do not receive formal training in the developmentally appropriate implementation of inquiry-based science education (Broderick & Hong, 2005; Hamlin & Wisneski, 2012). Some early childhood professionals may suggest that the best way to promote inquiry learning is through asking questions of students. In some cases, these so-called "inquiry-based" lessons focus on asking the right questions or on students getting the right answers. During early childhood development, it is important to remember that the process is more important than the product, especially when engaging in inquiry learning. How can educators support the development of inquiry without the "inquisition"?"

The Reflections not only provides ideas on how to keep from asking “inquisition” questions, but it also offers many tools for encouraging young children’s love of science learning.

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