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- Vol 2 RE: Chapter 9
early science educationengineering designinquiry-based sciencecrosscutting conceptsscientific practicesequity in sciencecommunity knowledgeReport Evidence summaryAt a glance
This consensus report argues that young children are capable science and engineering thinkers whose curiosity, cultural knowledge, language, and everyday experience are assets. Preschool and elementary education should centre meaningful investigation and design: orienting to phenomena and problems, gathering and analysing data, developing models and explanations, designing and revising solutions, communicating reasoning, and connecting learning across contexts.
Key ideas
The report integrates disciplinary ideas, crosscutting concepts, and practices while showing productive links with literacy, mathematics, and computational thinking. Equity is not an added programme; educators must expand access, challenge stereotypes, recognise multiple ways of knowing, and connect activity to children’s communities and questions of justice. Sustained improvement requires coherent curriculum materials, useful assessment, professional learning, time, resources, and supportive leadership. The report cautions against delaying rich science until children master reading or basic facts.
Why it matters
Educators should provide ambitious, age-appropriate experiences and build explanations with children rather than underestimate capability from language, disability, or background.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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