Providing opportunities for children to gather information

Introducing simple experiments

You can use experiments for children to discover and find out the answers to their questions. 

Here are some guidelines when planning for simple experiments:

• Before the experiment: Get children excited about the topic of interest. Encourage them to make informed predictions by drawing links with their prior experiences or knowledge. Record their predictions for future reference.

• During the experiment: Provide opportunities for children to develop process skills through careful observations, making comparisons, testing ideas, collecting information and drawing conclusions. Provide materials such as writing tools or a camera to record their findings.

• After the experiment: Guide children to compare their findings with their earlier predictions. Encourage them to use their own way of explaining and sharing their discoveries. 

Inviting resource persons

You can invite individuals including professionals, family members, or people from the community to share first-hand accounts with the children. They can talk about their jobs, roles, responsibilities, tools they use, or hobbies to help children better relate to different occupations and interest areas. Prior to the sharing, you can guide the children in brainstorming questions for the resource person and to remind them to be respectful when interacting with the resource person, including taking turns to listen and speak and using the right volume and tone.

Conducting field trips

You can provide children with valuable learning experiences that extend beyond the classroom by planning purposeful and engaging field trips that help them understand their immediate environment and the world around them. 

When conducting field trips, it is crucial to consider that field trips are different from excursions, which are usually planned as a recreational activity. Hence, in the planning of field trips it is important to:

• Identify clear learning objectives

• Consider destinations that foster sensory experiences and authentic learning opportunities

• Plan engaging activities for active participation

Here are the key processes involved in conducting field trips:

• Prior to the field trip: conduct pre-trip recce, make pre-trip arrangements, conduct pre-trip activities

• During the field trip: conduct on-site activities, carry out all safety measures

• After the field trip: conduct post-trip activities, reflect on learning, evaluate field trip

Using picture books and print media

You can use picture books and print media such as newspapers, magazines, brochures and information books at various stages of an activity or project to:

• Stimulate wonder and inspire further investigation

• Help children search for information, debunk misconceptions, and gain insights about people, communities and the environment

• Develop children’s awareness and appreciation of diversity

Here are some ways you can make these resources accessible:

• Display picture books and print materials at Reading or Discovery Centres

• Organise the materials by theme for children to easily find relevant information and connect it to their current learning experiences.

Using technology and interactive media

While technology offers online learning opportunities, it should be used in moderation and should not replace physical teaching and learning experiences. 

Here are some key considerations when using technology and interactive media in the classroom:

• Select and evaluate content purposefully

• Ensure the content is developmentally appropriate

• Integrate technology to complement, not replace, physical learning experiences

• Guide and facilitate the use of technology to meet learning objectives

• Refer to the “Teaching and Learning Guidelines on the Use of Information and Communication Technology in Preschool Centres” for detailed information on appropriate ICT use

Examples of technology and interactive media are:

• Video clips

• Movies

• E-books

• Applications