The activities and resources outlined here align with many early learning standards.

ECERS-3

1. Children have a natural desire to explore, to build, and to question. Through open-ended exploration, children interact with materials in nature and scientific materials/tools to explore and learn about their world.

PA Early Learning Standards

1. Children have an innate desire to experiment and investigate while gathering data to make conclusions.
   
   
2. Children’s immediate environment and daily surroundings provide the best context for science learning. Some ways they do this include observing, measuring, investigating, sorting, and comparing. 
   
   
3. Adults scaffold children’s thinking by asking open-ended questions that encourage problem-solving and critical thinking.

Head Start

1. Children first construct scientific knowledge by using their five senses to interact with the environment.  That is how they make sense of their world.
   
   
2. Young children’s incli­nation to be curious, explore, experiment, ask questions, and develop their own theories about the world makes science an important domain for enhancing learning.
   
   
3. Problem-solving skills, children’s reasoning, and their representation of their learning becomes more complex as they gain new abilities to ask questions, gather information, and think critically.   

CLASS

1. Adults facilitate activities to promote students’ higher-order thinking skills, such as problem-solving, predicting, comparing, and classifying.

ALL

1. Adults facilitate children’s development of those skills that support discovery and inquiry while promoting their natural curiosity.

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