• Explain The Key Features Of Effective Learning In The EYFS

In the modern world today, children in the early years are known to commonly acquire a fundamental awareness and an intense desire to discover which allows them the opportunity to learn out about the composition and processes of science well. The mental outlook of interest, openness and appreciation for deposition can be developed through science education since children’s emotional disposition towards knowledge, and their reactions to natural phenomena can act as the offset mark. With that said, it allows them to understand the world around them and construct justification to their questions by using their physical and cognitive skills (Jones, Lake & Lin, 2008). Therefore, the Department of Education (DfE) (2017) acknowledge this significance by placing ‘understanding of the world’ at the core of

Based on Johnston (2005) the term ‘exploration’ is to represent how young children encounter the world which associates the first four of the science processes which are observing, classifying, raising questions and hypothesizing. On the other hand, active learning is defined as the culture on coming upon a new experience or resource, where the child would act on objects, interact with people, and make connections within their environment (HighScope, 1991). By supplying open-ended resources and planning experiences, practitioners can contribute and challenge children’s thinking, enabling them to make links in their study. As children’s thinking and reasoning skills become more sophisticated they develop better in handling the more intricate science processes and in building their dexterity in preparing scientific inquisitions (Goldworthy and Feasey, 1997). Therefore, references will be made to three activity plans which have been devised to demonstrate how this can be put into practice (see