Looming through Experience Ramps and Pathways Developmentally Appropriate, Intellectually Rigorous, and Fun Physical Science nets an ule to preschoolers sand across rom nt ets onefot length of eve melding seve ay Sponge of aerng se 2 ower container, nd {bmsmariorsnckson creates snl by hg ‘ak and watches a tt role any rom te cole Fal Ls places tee mare sponge nde he ow fling tiger han ond proppe one conte. ‘conte, Lise gos ‘tuto an dre ofthe epee Gor Et Dv ‘tee Cn na ay cn ‘rwesty sherarinan Ca Fo Sn as Rosemary Goon AE ty tbe Une tN twa casera aa tesa whee ‘rpianing he Rone né Poway cream hee ‘eroame sera geaengn ote Te autor wo cove Ramos ad Peay aces saya 8 tom ao sey Fr ay Cos Progen “heal ole hain whee wn oreinstanoce naeye"2,3 2 Bety Zan and Rosemary Geen J chave spent mary years providing proesiona ‘woking slang teachers nd bearing hi ren he classroom Teac experience ave cones ts that acter vobing ened planes repos the best selence activites we have ver encounter, We cll ‘ur colton of aston stivtes involving cine’ lines amps nd Pathways. These actives engage chil Aran in vestiationsnvvng orce apd mote ester {he development of mportant cence ngiy sil rovide nurerout opportunites fr integation aero cu ace supporting eden n Rape a Pathe ie "ations and we see npr teachers to implement stearate in thet casaroon, The Youn boys 0 ‘he opening story are not spl plying wth the cine spd marlin each bay's quest ogre ot how to get he Irie to what he wants, hes eestigatng ying out ‘ilret eas an varying heaton, Thies wht 8 fens does called muy And ts eof the peimary {ial ol sce education We hope that ou expences {Gleam hat we seein chien when they encounter Use For several years we ave flere erty chidhood phys calscence workaops fr ery cidhood teachers dros tows and across the country. Our expenince with Ramps tu Paheay gan na niverlytm nbortory scat ‘ulures whose emis have ow incomes. We aso teed the projet actives wth prok thru second ade sis om Yong Chior Janan 208One ofthe heute of amp bling inthe clasts itmplcy, When we sated ong amp, we simpy Introduced wooden cove oly sb marbles tothe lock wich we wl describe here but the bse lagen ‘remain unchanged cove ol ries, and nt Boks ‘ichave med thse materi socesfly with hie of diverse backgrounds an abies, wh pial Gevlop- Ingchiérn and cldren with sabes and wih Enh peaking eile an dal language eres Therap ‘Mater ler treating challenges or bre of allages ‘Setting up the classroom sting envtrnments at inspire active vestigation at tal space and Une needs frp ‘The ramp materials offer Marbles of diferent ies move easly own th one moling ramps Vanaton ivaoe llowCitren to compare ‘he movement ole an sal are, Oe vraons Inchie sel marbles, blocks or other objects tha do not ‘ol an em that al ilerently ch a spooks. ea ‘Shaped obec sphere with bumps). Divided orn ‘ten und In hobby stores, en serve as storage cova trsor the marbles and ther object "The bes lice or the amp i tne black center Children use wood nt blocs to bl elaborate rap lage tricking lacks. oF ge arbor block. rape ae beng ue om tables ain the opening Viet, lage sponges make great support Some teacher at ‘openings in eardbnard bose tha an und for prop ‘pth ramp sections. However fall he Hock re bel ‘ed chidren can ue whatever ee i arable sees ‘hl tables or other Rem. Space space can bean ee. Once et sre start bing raps, they want Interesting challenges for oid them ge an bie For Materials hilen of all ages and yeep ts en Wood covemoldngcanbeloundin levels of development. thea longer ramps We've see las most busing supply stores: We hve ha the best ack with oling ha, Is tnches wie (nares wobble too ‘uch on wider widths) Sectons of varying ets (012, 3 and too ems) are es, but he asso0 Ie aml the oot ng canbe ote Mos casos teed tient aca eth, it om Yu Cendant 200 room with amp sections propped on “ating tit kin of pace, bt we've found tat chien ca be very cess ing ral spaces. Teacher also use always lnchroms and open conference rooms or they take he ramps ontdore 2Time Big ideas for early childhood The National Sclence Education Standard sree hat steal science ing Scene understanding takes tine on dx Sasis and over the ag ter” (NRC 1296, 14) An elev lenningenvitnment Sameera cme Young children ae highly erwint we ave ses ve the ‘they have done, and revise their think: ‘capable of devoting long. {evade ergerat ay inp Wen we spain, we meet” perfocs of attention io Falrayn anther sal scence {thc oth drt Gyan tine as cde sctou the ge ech netio ‘Teacher need expatnce wth ‘even years. In the laboratory schoo! Se eee tak ener classroom materials to understand Sheeweevlpedheanps sod astand purpose. {he pout fr lenrang ‘materials were avaliable inthe lock earns eee ee ‘oc pescheel though rade 2 Some ctr worked he hie to supp youn irs ool oe (erong oer things) how to ove marie betwee actions and reactions For example Father ta evo under the highend of ram opsrting a elationship between the degre 2.etectve (AAAS 198, children shou be aetvely ‘then. The importance of eres young ‘tren’ leasing cannot be overstate Paget (954198) sald teres he a! that “ i om Yang Cites aan 210ee ee ene etaes Sete ons See See enreome secre, escort tees Lancome es craic neem, sees Sa Se rrstemeemoron aor, mteeees hemes Seoeen eee Season Seeen ee ce Savona rorcwemraet ee elas Happs: Chitden: = timer eee. | cenricted paBents. 3.To accurately understand and ; “Musicat Community. Secitimere coming trek | imu ere cna sno Cetera thoy vcr et eae St Si ont ee ce Pome Seon nena sey che mate con Seon oeeaomersan Siete che oon seaes Siieinaemtote easton eee ey cn se sthety ae pa mie omseanatoste na core Rect chi rte weltenacoutl Ser Sineunracpeacestnee pie tom Young Chie Jamar 210 6‘investigations and concept sith interventions thet focus on reasoaleg right answers ‘Young etre investigatons ten ea to commen ty rele oo preconceptions For expe even alter teingaimrble ral deve an levaed icine sey fh ‘rp salgh own nt a conater when reaches te to arp (demonataed by pacing container to (atch the matte drety under the end ofthe amp) Preconception arecompon—olten pesstiog wel ito adulthod—and are ight resistant to change Teachers expe 'o encourage experimentation 0 thidren can coc hi preconceptions Tivough acting on objets ne observing ‘ss wellas the development of communication Ina reaeesmentocurrent ence srcton, Matz (1385, 117 sree hat the development cee Towedges may spt, soi acti” Steatts ont wok aon hey ay 0 equa! comuniation with ‘ther researcher. Expeinening and main eos ae Wa strates to oster eommancation Inte young lamers dry Ramps and Pathways actives Tey encour hp cach ther by sharing eas. They ‘rove materiale ochre can drew Photos fee's amp structures ‘rovide exellent wring prompts and ‘an be ured to stimulate decuason, 68, Ramp actus offer muitiple ‘pportnities to Integrate other ut ‘eat areas. {here ngage in pti remo a ‘amp secon hey experiment to gure out how “compare ight an preset how many more locks they felp ramp matere cent clas books one sone rae ‘ase made an lpabet book of ramps). For socal tas ties Amar teacher sterped ithe Rea il approach explained us how he sad arentectre vital to the process of scientific inquiry, Pathways to success sing amp lor acence arin i th clasrosa-One ‘Gndergurten teacher had never hug of eral 4s ence erin” But now, throu he Raps and atways prof, she says, “have earned tat ths scence ‘pproach's completely doable” A preschool teacher, who ‘ee are actualy doing scence every ay and ave Pa om Yoag Ctes aay 20ac centr gin diy” Another preschool teacher sys {oa lot more thinking about scence and spend more ie ‘onscence in he room with the len. have scence on thebrain” “Teachers also report that ramp bug decreases bea ‘or probes nth tarstooms, For exp at rade teacher 37 "At he beni ofthe Year ws tlt hat Regie hod behavior les Bt we ound a ae tha Reggiexesin Ith that Reg’ ably to bald ramp ‘se potty alte his bor don ave anne ‘eouble wh Regis behavior class” ‘These report and our own aier¥aton oni whit swe have ested om the beganng of ur project, ‘nur eaaing And igen a References sien tucson Resear 6 9-127 iu iin uly Tcl ited Pete €X heaves ome SSH cain benny Gia SPs ap eo wae ROR Young Children Cluster Topics for 2011 ‘Weare pleased to announce he allowing ste ope for 2011. The Note cama eo. ‘ides suet content and cer nlrmation. Pease ref the Mancrp Coelines om {he NAEYC Web ste at waseycorypblinionyfornthorwrtey to read abut the (de ats and subsion processor laste propos an areles, — nary 201: Sippeirg <= 7 ater rua Hon youn ahienconmuneate fe eng, nee, ‘as, andes ough nguege, wring a muse Maren 241 Eon liga ADiet Canary Sa tor Charen and Aue Open, by invitation, to presenters from the June O10 atonal st for Eary Chidhos Protessona Development May 201: Prepaing ard Supporting Teaches Ino tveApeeaces, Sippatng dua erguage wares prepara Glue aly aproprat teachers Be le of coach, erin, recor, an pinopa; using achbgy ard dst ese [jay 294 Boban That Sl Ohalenge Onlzen ana erasure fr arn bavi, Seatng paar Povert preblem beavers bung elabonses wih and why? Wit dosent wok ano why? Sepismber 207% Foseing Cte Thaking and Fabio Soheng Ss Boling calzere Sole ree be aan and wT scares ces! hei ae role sting Sut troup tach esueson, sa develomer nd November 207 Ey Chico Tone and ibaa Suscesc publ pve parrehiba rmovave fy enpagerent aategies ung era fo ean esrina, ea childhood programs m publ schol the gate ens angbie beets a vesting ety eh esis om Yong Clo Juan 200 7