Case Study Report

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COMWAVE Institute, Haripur**We aren't endorsed by this school

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LAW 456

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Psychology

Date

Dec 17, 2024

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Uploaded by ChancellorWallaby4783

1Case Study: Engaging Children in ScienceIntroductionThis case study is concerned with how a Year 1 child participates in a science-related activity that involves the mixing of sand and water to identify the nature of the two substances. The activity aims at helping the child pay attention to the changes that take place when sand is mixed with water and help the child gain more knowledge about the material properties through manipulation. The child’s capacity to predict, hypothesize, and evaluate outcomes will be a major concern because these are the elements of scientific investigation.It is conducted within the context of the Australian Science Curriculum (ASC) and the Early Years Learning Framework (EYLF) to ensure that the learning activity is structured to supportlearning achievement in both science and development. These frameworks stress the need to encourage curiosity, encourage problem-solving, and help the child make connections between science and the world.Evidently, by asking questions, engaging in experimentation, and making conclusions by themselves based on observed materials, knowledge and skills of reasoning and critical thinking are developed by children in the course of their own activities. This way not only improves scientific literacy but also enables the child to interact actively during lessons, and hence be empowered to solve problems on her own.Activity DesignContextThe activity will be done in a science exploration cornerin the child’s class, a corner created for sensory and science exploration. The setup consists of different items that allow children to play and explore; trays of dry sand, containers of water,and shovels and molds. The environment is designed to be more or less free form and the child is able to change the material by interacting with it.The child involved in this activity is Six years of age, in Year 1, and has been involved with sand play activity. They like to manipulate objects such as sand during play but have little knowledge of the scientific concept of sand and water like how water changes the characteristics

2of sand. This activity is based on the previous interest of these children in exploring textures and sensory elements, and it allows them allowing them practice with sand and water in a somewhat more structured manner. Through the identification of the physical propertiesof the materials, the activity will assist the child to gain more knowledge on how the various materials change when combined and used.The child is thus encouraged to come up with questions, or make some forecasts and then get to learn about how it is in the society by making some tests, hence attaining a more scientific way of dealing with things. The setup allows the child to practice, make observations, and explain what he or she has done practically.Curriculum LinksAustralian Science Curriculum (ASC)The activity is closely aligned with the Year 1 Science Understanding strandof the Australian Science Curriculum. The core concept in this strand is that objects are made of materials that have observable properties, which is central to the activity. The focus is on helping the child understand the physical properties of materials, such as the texture, shape, and behavior of sand when it is dry versus wet.Physical sciences: The activity directly engages the child in exploring how water interacts with sand, which exemplifies the concept of materials having observable properties. The child will experiment with how water changes the consistency of sand and observe how it behaves differently when wet.Additionally, the activity connects to the Science Inquiry Skills strand, which emphasizes the importance of processing and analyzing data. The activity encourages the child to use various methods to record their observations, including making predictions about what might happen when sand and water are combined. The child can also draw pictures or record notes to visually represent their findings.Processing and analyzing data and information: The activity involves using a range ofmethods to record and analyze data, such as making drawings or using tables to track the

3effects of adding water to sand. This supports the development of basic inquiry skills such as observation, hypothesis testing, and data collection.Early Years Learning Framework (EYLF)This activity also aligns with the Early Years Learning Framework (EYLF), which provides aholistic approach to early childhood education, focusing on the development of the whole child. The activity supports Outcome 4of the EYLF, which is focused on helping children become confident and involved learners.Outcome 4: Children are encouraged to develop dispositions for learning, such as curiosity, problem-solving, and perseverance. By engaging in this inquiry-based activity, the child is invited to explore, ask questions, and reflect on their learning. These actions promote confidence and a sense of achievement when they observe the effects of their interactions with the materials.The activity also helps the child to transfer and adaptthe knowledge they gain from this experience to new situations, as they will be able to apply their observations and conclusions about how sand and water interact to other real-world contexts, such as building structures at the beach or in construction.JustificationThis activity is based on the principles of some learning theoriesthat support learning through activities for young children. First, it utilizes social constructivism which was formulated by Jean Piaget,effective, knowledge acquisition happens by using one’s body to interact with objects and materials. From Piaget’s stage, it is seen that the child builds knowledge actively from experiences, and what he does is enable the ontogenesis of knowledge by manipulating objects with different results. It helps also in the scientific development of the child and also thinking and solving skills as he or she tries to explore and experiment with the world he or she lives in through playing with sand and water.Moreover, content fostered by educators is in line with the Zone of Proximal Development (ZPD) from Lev Vygotsky.In this activity, the educator’s role is to offer questions that will leadthe children to analyze their experiments on their own. These questions are meant to help the

4child think about what they have seen, what they expect to happen next, and why the changes occur in the materials. Vygotsky stressed that the greatest acquisition occurs when a child is engaging in an activity with the help of which he does not reach, however, it is possible if he receives a certain amount of assistance. This makes sure that the child's learning process is not only complex but also easy to understand.This activity enables the child to make a hypothesis, test it, and make a conclusion through inquiry-based learning. The above steps align with the scientific method’s steps and equip the child with what they need to self-dissect and think critically. Explanation-and-testing as a part of the Inquiry approach allows the child to pose questions, develop ideas, and then think through the results and thus inspires the child to study science actively and without intervals.Altogether, the aim of this activity is to raise the interest of the child, let him or her play with the sand and water while struggling with scientific problems and at the same time extend a child’s knowledge of the physical properties of surroundings.QuestionsStageQuestionPurposeGetting StartedWhat do you think will happen if we pour water?To activate prior knowledge and predict.How does dry sand feel?To encourage sensory observation.What do you use sand for at home or at the beach?To connect to real-life contexts.During ActivityWhat happens when water touches the sand?To observe and describe changes.Can you shape wet sand differently? How?To analyze properties.Why do you think wet sand holds its shape better?To explore cause-and-effect relationships.What happens if we add more water?To understand saturation.

5StageQuestionPurposeDebriefingWhy is wet sand different from dry sand?To consolidate understanding.If we remove the water, what will happen?To encourage hypothesizing.Why do builders use wet sand?To connect learning to broader applications.Would you like to try this again? What would you change?To reflect on the activity.DiscussionChild’s EngagementThe child showed interest during the activity. First, they interacted with the dry sand, and one said it was; soft and dusty. This sensory interaction showed their interest in the material. It rose when water was included making them more engaged and try out other things. A progression of the child’s interest in the activity was evident from the child’s desire to know the impact of wateron sand.Evidence of LearningThe child showed learning by describing the changes in the texture of the sand as observed. For example, they pointed out that “wet sand can hold together better for building” concerning the side effects of water on sand. The child also stated that “if the water is poured a lot it would wet the sand and the sand will crumble” This showed growth towards the concept of saturation that sand cannot absorb water to a certain extent before becoming soggy.Scientific ReasoningThis is scientific reasoning because the child experimented with water pouring and changed her pouring style after she realized that a certain degree of water added to the sand made it unstable. The question of their own, which has been deeply discussed during the work – “Can we use wet sand to build a road?” testifies to their capacity to make generalizations and to think about the

6applications of the discovered facts and lessons. Such a mode of thinking suggests the child’s progression from simple manipulation of concepts to actual experimentations of how these concepts interconnect with the world.Learning OutcomesThe child achieved the following key outcomes:1.Recognized the difference between dry and wet sand:The child described the properties of both dry and wet sand, demonstrating an understanding of material properties.2.Understood the concept of saturation:The child’s prediction about the sand becoming too “mushy” when too much water was added shows an emerging grasp of saturation andits effect on material behavior.3.Related the activity to practical uses:The child’s question about using wet sand for construction indicates their ability to connect the experiment to real-world scenarios.These include the verbal productions of the child, the motor activities when modeling the sand, and the verbal productions during the debriefing. These elements give a clear indication that not only did the child have the awareness of the changes taking place, but that this understanding was a rational one in addition.ConclusionTherefore, this activity was useful in capturing the child’s attention and promoting his learning of physical science concepts through questions. The practical activity alongside the question and answer format enabled the child to make educated guesses, make his/her test, and come up with the right conclusions. The use of sensory material such as sand and water made the child remain focused while the questions promoted curiosity. Nonetheless, more time could have been provided for debriefing to have more time for reflection and probably the introduction of other materials such as clay could have provided other learning comparisons. In combination, this and other similar case studies show how curiosity and scientific reasoning should develop in the course of early child development, as well as how early childhood care and education activities support the development of scientific literacy and lifelong learning skills.

8ReferencesAustralian Curriculum, Assessment and Reporting Authority (ACARA). (n.d.). The Australian curriculum. Retrieved December 9, 2024, from https://www.acara.edu.au/Australian Children's Education & Care Quality Authority (ACECQA). (2018). Belonging, being& becoming: The early years learning framework for Australia. Retrieved December 9, 2024, from https://www.acecqa.gov.au/sites/default/files/2018-02/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdfPiaget, J. (1952). The origins of intelligence in children. International University. Retrieved fromhttp://ereserve.library.utah.edu/Annual/PSY/3210/Fogel/origin.pdfVygotsky, L. S. (1978). Mind in society: The development of higher psychological processes(Vol. 86). Harvard University Press. https://books.google.com.pk/books?hl=en&lr=lang_en&id=RxjjUefze_oC&oi=fnd&pg=PA1&dq=4.%09Vygotsky,+L.+S.+(1978).+Mind+in+society:+The+development+of+higher+psychological+processes.&ots=okyXX_s5fo&sig=0bUkt_QrASzHx-1C2rkGgFJ8OnM&redir_esc=y#v=onepage&q=4.%09Vygotsky%2C%20L.%20S.%20(1978).%20Mind%20in%20society%3A%20The%20development%20of%20higher%20psychological%20processes.&f=false

9Appendices:Appendice A:GENERALLEARNING EXPERIENCE PLANEducator: _________________________________________________________ Time: ____ 30 minutes___________ Year Level: ____ Year 1________ Date:_________________ Topic/Experience Title: The Magic of Sand and WaterRationale:This activity introduces the concept of material properties by exploring the interaction between sand and water. The purpose is to engage the child in inquiry-based learning, focusing on observation, prediction, and reasoning. The inquiry question guiding this activity is: What happensto sand when we add water, and why does it behave differently?The experience fosters curiosity and hands-on engagement, encouraging the child to think critically and apply learning to real-world scenarios, such as building structures with wet sand.Curriculum Links:Australian Science Curriculum (ASC)Physical Sciences:Year 1 strand: “Objects are made of materials that have observable properties.”Science Inquiry Skills:“Pose and respond to questions, make observations, and predict outcomes.”Early Years Learning Framework (EYLF)Outcome 4: Children are confident and involved learners:“Develop dispositions for learning such as curiosity, cooperation, and problem-solving.”“Transfer and adapt what they have learned to new situations.”Learning Goals/Objectives:By the end of this experience, the child will be able to:

101.Describe the observable differences between dry and wet sand.2.Understand and articulate the concept of saturation and its impact on material behavior.3.Demonstrate inquiry skills, including hypothesizing, observing, and explaining.4.Apply knowledge by creating structures with wet sand and reflecting on its practical uses.Assessment:The following data will be collected to evaluate learning outcomes:Observations:Documenting the child’s actions and verbal responses.Transcription:Recording the learning conversation for analysis.Work samples:Analyzing sand structures created by the child.Assessment strategies align directly with learning goals, ensuring valid and meaningful data collection.Environment/Preparation/Resources/Clean up:Environment:A science corner equipped with trays of dry and wet sand, water containers, and sand molds.Preparation:Set up trays with clean sand, small buckets of water, and tools for shaping sand. Ensure the area is safe and free of hazards.Resources:Trays, sand, water, small shovels, molds, and towels for cleanup.Clean-Up:Have towels ready to dry wet surfaces, dispose of used sand, and sanitize the area to maintain hygiene.ProcedureLesson Beginning:Orientation:Start with a discussion about sand and its uses (e.g., at the beach, in construction).Linking to Prior Knowledge:Ask questions like, “Have you ever built a sandcastle? What happens when you use dry sand?”Engagement:Show the materials and introduce the inquiry question: What happens to

11sand when water is added?Main Body of the Experience:Exploration:Allow the child to feel dry sand and describe its texture.Gradually introduce water and guide the child to observe changes.Experimentation:Encourage the child to shape sand into structures, adding varying amounts of water.Use guiding questions, such as:o“What do you notice about the wet sand?”o“Why do you think it holds its shape better than dry sand?”Provide opportunities for trial and error with feedback based on their observations.Reasoning:Discuss their findings, focusing on saturation and how water changes the behavior of sand.Closure:1.Reflection:Ask questions to consolidate understanding:“Why do builders use wet sand for construction?”“What do you think will happen if we add too much water?”Encourage the child to share what they learned and how they felt about the activity.2.Documentation:Record the child’s responses and observations for further analysis.Lesson Differentiation:For Children Needing Support:Simplify instructions and provide physical guidance (e.g., demonstrating how to pour water gradually).

12Use simpler language to explain concepts.For Advanced Learners:Introduce additional materials, such as clay, for comparison.Challenge the child to design a specific structure (e.g., a bridge) and test its stability with different sand-to-water ratios.Evaluation, Review and Reflect in terms of: space, time, people, learning experiences and resources:Achievement of Outcomes:The child successfully described observable changes and demonstrated inquiry skills.Their reflections showed a clear understanding of saturation and its impact.Effectiveness of Strategies:Open-ended questioning facilitated deep engagement.Hands-on exploration maintained interest and encouraged active participation.Effectiveness of Resources:The use of sensory materials like sand and water was highly effective in engaging the child.Improvements for Future Lessons:Allocate more time for reflection to deepen understanding.Incorporate additional experiments, such as testing other materials (e.g., soil), to extend learning.Appendice B:Learning Conversation TranscriptObservationChild’s CommentsExplores dry sand“It’s soft and dusty. It falls apart.”Adds water“Now it sticks together! I can build.”

13ObservationChild’s CommentsAdds more water“Too much water makes it too squishy.”Reflection“Builders must use wet sand to make roads stay strong.”Appendice C:Signed Consent FormSchool of EducationGPO Box U1987Perth Western Australia 6845Tel: 08 9266 5736CRICOS Provider Code 00301JDear Parent/Carer:As part of their development as teachers, teacher education students at Curtin University in the Bachelorof Education (Early Childhood) program enrolled in the unit Engaging Children in Scienceare required toengage a child in a hands-on activity. The teacher education students will ask the child questions tofacilitate the child’s engagement in the activity, observe and record the conversations and observations.The activity will be planned in accordance with the Australian Science Curriculum and the Early YearsLearning Framework.The purpose of the interaction is for the teacher education students to find out what the child alreadyknows and what the child learnt from the activity. The teacher education students have been asked tolisten to the child’s ideas as they engage with the activity without instructing the child on the scienceconcept. They will report on the child’s engagement, language and learning in their written assignment. Inthis process, and in the teacher education students’ formal assignment submissions, the child will not beidentified and only the lecturer will read the assignment. Your child’s name, photo, or other features of thework that might identify your child will not be used.If you are happy for your child to participate in this small study and for his or her work to be used in thisunit of study only, please sign the form below and return it to the Curtin University student. If you have questions about the study or activities please contact the Unit Coordinator, A/Professor KarenMurcia (Karen.Murcia@curtin.edu.au).Sincerely,K. Murcia A/Professor Karen MurciaUnit Coordinator Name of Child:________Ema_____________________________________

14I ……………Shilpa (mother of child)…………………………………………………………………… have readthe information provided and any questions I have asked have been answered to my satisfaction. I consent that my child _Ema______ participate in this activity, realising that we may withdraw at any time without reason and without prejudice. I agree for my child to participate in these short science activities with a teacher education student, and I agree that work produced by my child may be used as part of a report about the activities which will be submitted as an assessment in this unit of work. Parent/Carer signature: Date:_________Shilpa_____________________________