Bibliography
Gallenstein, N. L. (2005). Engaging young children in science and mathematics. Journal of
Elementary Science Education , 17 (2), 27.
Guzey, S. S., Moore, T. J., Harwell, M., & Moreno, M. (2016). STEM integration in middle
school life science: Student learning and attitudes. Journal of Science Education and Technology , 25 (4), 550-560.
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Ramani, G. B., & Eason, S. H. (2015). It all adds up: Learning early math through play and
games. Phi Delta Kappan , 96 (8), 27-32.
Tirosh, D., Tsamir, P., Barkai, R., & Levenson, E. (2018). Engaging young children with
mathematical activities involving different representations: triangles, patterns, and counting objects. CEPS Journal , 8 (2), 9-30.
Integrating Science Across the Curriculum
Science is one of the subjects considered complex, making it hard for most students to relate. However, various ways in which science can be integrated across the curriculum at an early age, making young learners relate science to the surrounding, thus making it interesting to study. The main objective should be to foster scientific thinking where learners gain the basic concepts through their everyday experiences. One way is by the use of visuals that explain basic science concepts (Gallenstein, 2005). Children are attracted to brightly colored images, and these can be used to attract their attention to scientific charts. An example of items that can be presented in these charts are the types of animals. There can be a chart that contains images of birds, fish, and land mammals, each of which should be a different color. The learners will then be required to go through the charts daily.
Such informative charts ensure that the learners get exposed to a wide variety of animals; the images can be changed after every few days. It is best to use stick-on images since these can easily be removed and replaced. Another chart can be highlighting the parts of the human body. Animations can also play a significant role in enabling children to master scientific concepts. Instead of having a direct classroom approach whereby learners are required to master various concepts, they can watch creative animations that are interesting to children and enable them to learn while being entertained ( Guzey et al., 2016 ). An example is an animated video that shows how plants germinate. Cartoons can be used to illustrate the process, and there can be voice overs which are included that explain everything. The main objective of this approach is to ensure that young learners are able to relate science to their daily activities and not just to think of science a complex subject that is taught in the classroom.
Positive reinforcement can also be applied in learning science whereby the learners can be divided into groups, and each will be required to give a presentation on a selected topic (Guzey et al., 2016) . However, these presentations will be required to be lively and involve a lot of gestures. Groups that are the most creative will then be rewarded and given treats. An example is when the learners are required to give a presentation on the lifecycle of human beings. The learners can dress differently to indicate the various life stages, such as when one is young, becomes a teenager, working adult, parent, and eventually retires. Such sessions are entertaining for the learners, but they provide a learning experience that is memorable for them.
Finally, learners can be asked to create lists of all the activities that they undertake daily and then state how each of them is linked to science. An example is the breathing process, and this shows that breathing helps to sustain life. Based on this approach, learners will understand that science is part of life and is involved in everything that they do.
Integrating Mathematics across the Curriculum
Math, just like science, is considered a complex subject, due to the skills needed in dealing with numbers. Integrating mathematics skills in early childhood requires relating it to daily activities to make the subject simple for students to grasp the concepts and same time enjoy it. One approach is connecting mathematical skills to experiences that children have in real life (Tirosh, Tsamir, Barkai & Levenson, 2018) . An example is when counting numbers. Children often use various shapes when they are learning how to count, which makes them understand how numbers add up. However, they can also link counting exercises to some of their daily activities, such as adding the number of steps taken to walk from the door to their seats. Such a task appears simple, but it helps the children to learn how to count and also add numbers. Another example is counting the total number of learners within the class, which is simple but helps one to gain addition and subtraction skills.
Creating conceptual learning is an effective strategy of integrating mathematics across the curriculum; it deals with connecting mathematics, its ideas, and application to different areas of study. Mathematics relates to every subject I life, such as English, science, art, music, and social studies. Using these subjects will help young learners understand the relevance of math and its application in every aspect of life ( Ramani & Eason, 2015) . Different concepts will be used to teach math concepts, and these include graphs, probability, data analysis, formulas, patterns, and current tendencies. However, all these approaches will be simplified to make sure that children in early childhood can understand everything. Graphs, for instance, showing the increase in height for each students, which will be taken in every months, then comparing how tall each student has grown.
The use of manipulative math is another method that will be applied in mathematics integration. The approach will help the early childhood students remember the different concepts they learn in mathematics ( Guzey et al. 2016 ). The method will also enhance the achievement rates due to the connection of the previous lessons to the current. Therefore, each lesson will help revise the previous one, and students will continuously be remembered about what they learned. Manipulation promotes memorizing; for example, simple formulas that are applied in early childhood.
To conclude, when integrating mathematics and science lessons in early childhood, an educator needs to understand the special learning needs of the students. It will help develop concepts and teaching tactics that will accommodate the need of each student. Teaching the two subjects should use interesting tactics to it interesting for children and learn that the subjects are not as complicated as stipulated.
References
Gallenstein, N. L. (2005). Engaging young children in science and mathematics. Journal of
Elementary Science Education , 17 (2), 27.
Guzey, S. S., Moore, T. J., Harwell, M., & Moreno, M. (2016). STEM integration in middle
school life science: Student learning and attitudes. Journal of Science Education and Technology , 25 (4), 550-560.
Ramani, G. B., & Eason, S. H. (2015). It all adds up: Learning early math through play and
games. Phi Delta Kappan , 96 (8), 27-32.
Tirosh, D., Tsamir, P., Barkai, R., & Levenson, E. (2018). Engaging young children with
mathematical activities involving different representations: triangles, patterns, and counting objects. CEPS Journal , 8 (2), 9-30.
