Summative :: Giusti, E. (2009). Early Childhood Science Learning . NY Hall of Science.

last updated: 2009-11-07 11:18:29

Project Lead	NY Hall of Science
Associated Grant	Other
Report Author(s)	Ellen Giusti
Download Report	Preschool_Place_Altman_Research.pdf

Summary

The purpose of this study is to explore children’s learning in Preschool Place at the New York Hall of Science. The research focuses on two exhibit modules—the Train Table and Ball Run—to examine their effective on fostering development of:
• Language
• Social skills
• Psychomotor skills
In addition, we study explore these exhibits’ contribution to cognitive gains in science. The Hall will use findings to develop effective learning goals for specific exhibits and as a framework for creating new preschool exhibits and programs.

The 64 children timed while using the Train remained there from 1.5 to 45 minutes; the average time was almost 11 minutes. Children remained at the Ball Run longer than one might expect, though not as long as at the Train Table. Their time at the Ball Run ranged from 1.33 minutes to 28 minutes and averaged just over 5 minutes.

This study suggests that Preschool Place exhibits have positive impact on children’s social and psychomotor skills development, but that they have limited effect on the development of language skills.

The study reaffirms the value of parents (or significant adults) as mediators in children’s development of social, psychomotor and language skills as well as early science concepts. It also highlights the value of parents as informants for the study of early childhood learning. The pilot class developed for this research project suggests that a sustained preschool science experience is effective. Children enjoyed it and their parents appreciated observing their children’s developing social, physical and language skills. Researchers believe that early experiences with science could result in children’s maintaining their interest and pursuing science achievement as they move into formal schooling.

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