1. Mechanism for Nurturing a “Scientific Mind”
Sumiyoshi Kindergarten (Kariya, Aichi Prefecture)
Print this page [64KB]Based on research conducted last year, we discovered that nurturing “the first signs of science in early childhood” was not something that needed to be done as a special, separate activity. Rather, we realized that daily life, not only through contact with nature but also with a variety of people and familiar objects, led to children’s development of a “scientific mind.” To discover how children grow and develop, we felt that the research topic needed to be further defined. As a result, this year, we have focused our research theme on “Experiencing Wonder: Observe, Touch and Experiment” to better understand the mechanism for nurturing a “scientific mind” that is linked to overall development.
1. Research Goal
We interpreted a “scientific mind” to mean “being curious or inquisitive, having the ability to think on one’s own, and having the desire to take initiative.” We looked into what environments and experiences we should introduce to the children to develop this to study the mechanism for nurturing a “scientific mind.”
2. Portrait of the Ideal Child
- A child with an interest in nature and natural objects, who feels excitement in discovery
- A child who likes to experiment and improvise with things in his/her own environment
- A child who relates to many different people and acts with compassion for others
3. Mechanism for nurturing a “scientific mind”
To bring us closer to the ideal child, we felt it was important to let them experience the excitement of “Wow, look at that!” or “How did that happen?” through events in their everyday lives, plants and animals in their surroundings and contact with a variety of people.
Though the teacher’s gentle encouragement, children become curious, make new discoveries and learn to improvise and think on their own. We believe allowing children to experience the joy of discovery nurtures their “scientific mind.”
In the chart on the right, we outline what we believe is the mechanism for nurturing a scientific mind – how to stimulate a child’s curiosity, desire and attitude within his/her own environment – and are carrying this out in practice.
Editor’s comments
By defining a “scientific mind” to mean “being curious or inquisitive, having the ability to think on one’s own, and having the desire to take initiative,” Sumiyoshi Kindergarten showed that “I want to watch,” “Let me try,” “Why?” “I got it!” and “More!” to be five indicators of childhood development. Based on this, they studied the mechanism of nurturing a “scientific mind” and expressed it in a simple diagram that has helped to build a better common understanding. Of course, the children did not always follow the pattern set out in the diagram and as in case 3, there were instances where children stopped challenging themselves. However, because of their common understanding, the teachers were better able to judge situations and act appropriately, and hence, nurture a ”scientific mind.”
