Teaching Science to Students With Disabilities in Early Childhood Classrooms

Play and the joy of new experiences often fill early childhood education. It is crucial for educators to develop scientific practices that allow for the joy of play while inspiring a child to develop critical thinking skills. Using two well-established, evidence-based pedagogical practices, the 5E model and play-debrief-replay, this chapter provides early childhood educators with a foundation for taking learning beyond play and into discovery while encouraging a child’s development in asking critical questions. Purposeful planning of experiences for early childhood learners requires educators to think beyond a science lesson or activity and consider all learning opportunities. This chapter provides educators with two different lesson plan examples so they have the chance to investigate different modes of planning. Information about the Next Generation Science Standards is provided for educators to implement into their lesson plans. This chapter also provides strategies for educators to differentiate science instruction to meet the needs of all learners. Additionally, we present ideas for specially designed science instruction for students with disabilities. High-leverage practices for all students and students with disabilities and Division for Early Childhood Recommended Practices are provided throughout the chapter to equip early childhood educators with evidence-based practices to meet all students’ needs.