Exploring science and engineering curricula for two and three-year-olds: a multiple case study of early educators' curricula

Abstract

This study examines how the Next Generation Science Standards Content Disciplines (Life science, Earth science, Physical science, and Engineering) are addressed across two early childhood curricula. The multiple case study content analysis examines one teacher’s classroom communications to families of her two-year-old and three-year-old half-day, preschool classes for the 2022-2023 school year. Data sources included in the secondary data set are the teacher’s weekly emails to families, weekly schedules, monthly Google photo albums shared with families, and two Classroom Science Walks. These resources provide rich insight into how the early childhood educator structured her science curriculum across the academic year (2022-2023). Findings indicate that the children actively engaged in daily hands-on science explorations each day and addressed each of the core science and engineering disciplines weekly. The curriculum for each age group was designed to be developmentally appropriate (NAEYC, 2014), fitting the children's needs and allowing them to engage in science activities in both indoor and outdoor settings. Children had opportunities to learn within a supportive, play-based environment designed to connect to the children’s natural curiosity and eagerness to explore. This study highlights ways that the early science curriculum enables children to design various objects, motivates deep thinking, supports interdisciplinary learning opportunities, builds problem-solving skills, and ultimately opens doors for socialization.