Children have a natural desire to understand the world and its regularities through playful exploration and experimentation. Even at the earliest age they are enthusiastic about scientific phenomena and technology. They encounter this on a daily basis. They explore whether objects always fall down (gravity), and are fascinated by things that turn (e.g. ball, wheels), things that move (eg, wheel, cars) and things that can transport anything (e.g. excavators, dump trucks in the sandbox or in the building corner, doll's pram), they are very interested in nature and weather phenomena (eg, seasons, storms), experimenting extensively with water and they are curious about how technical devices work (e.g. light switches, telephone, computer , keyboard). In order to understand the realities of the natural and technological world, children must first perceive these via different sensory channels and put terms in order. As things are compared, children can use characteristics such as ( colour, shape, weight, hardness, odour, spatial extent) to classify and to order them to certain terms. Thus, especially in language development, sensory and motor development education is of particular importance for the development of education and experience for science and technology. Mathematical skills, seeking as dealing with numbers and symbols, are helpful in measuring, classifying and comparing. The development of scientific thinking can be described as growth of domain-specific knowledge (domains). Although children are amateurs they have certain ideas in each area on knowledge components and have detailed explanations for certain phenomena. These statements (so-called "naive theories") may be partially true and partially false, however, followed from the perspective of the child, a sound logic. The task of the educator is to assist the child in the development of such explanations in order to understand scientific contexts and can be used for further learning. Here, the children's ideas are taken up and expanded by raising appropriate questions. Solutions or explanations are not specified. Rather, the teacher takes on the role of the learning companion and supports the child in self-exploring the world. Here you will find an extract of our concept to developing this range: (Please click on the pictures to obtain a larger view)
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