Baby Tips Scientific skills for preschoolers.

Preschool age children with a curiosity to the environment at all times. Because a friend of intellectual development. Most of my life. Science process skills are skills that encourage young children to think of a reason for seeking knowledge. Can solve the problem of under age children. Activities should allow children to act done manually from the environment around them.

Science process skills. Process which is fundamental or basic skills to young children should be encouraged. 7 has been developed with the process skills of observation skills. Skills, classification skills, interpretation skills test. Skills infer from the data. Skills, relationship between a specification with a specification. And headspace with time. And computational skills. The details of each skill follows.

Observation skills.
Observation (Observation) refers to the use of sensory one. Or a combination such as eyes, ears, nose, tongue and body into direct contact with the object or event. The main goal is to find the details thereof without the opinion of observers put down.
University Affairs (2525:60) has said in a note to be careful not to present personal opinions about the fact that from. A false sense of observation. Down because of our opinion on what could be wrong also observed. If you want to know that the information recorded observations that occurred or not. Need to ask yourself. This data was obtained from the use of the senses which part or not. If the answer yes. This observation indicates that the real
Newman (Neuman 1978: 26) has proposed principles to the following observation for preschoolers.
1. The knowledge gained from the observation must involve all five senses.
2. Should use all five senses to observe very carefully.
3. Requires the ability of the body. Especially the five senses of observation.
Be careful of your experience and make observations of the children developed. Observation can become a tool to learn valuable
Suchart Poe Wit (Am.p.p.: 15) mentions the important observation that should be trained to a third of the children.
1. The observed morphology and characteristics is the ability of nerve
Experience with both 5 and observe things that others can understand the report correctly the shape of eyes ears hear, nose, tongue, smell, taste and touch to see how smooth handle rough hard soft etc..
2. The observation, coupled with the known quantity to measure, such as the thermometer scale ruler cylinder Litre spoon, etc. use these tools to measure things and then report the amount as a number.
3. To observe such changes for the student to observe the growth of plant growth.
Growth of the animal. Chemical changes. Change the size of the crystals. Vaporization of water, etc..
Examples of activities to promote the skills of observation.
- Observed by the eye.
In the visual observation that If the child has been recommended to the observation about the nature of things the same observation about the differences identified and classified, it will help children. Habit of looking at things that are around the sample carefully. The first step is to see what the children see See every day such as trees, while children take a walk in the school grounds. Teachers collect various leaf that falls on the floor to allow children to see. (Do not pick the leaves from the trees. If kids want to cool. Tell the children that "Keep the floor better wa flower leaves on the tree allows the tree look nice and grow if we pick out to see another moment, it will shrink"), the children noticed the color of the leaves, different children will see that Most leaves are green. However, some cards have different colors. The shape is both similar and different, such as lime leaves are not pointed leaves Tamlung Point etc. and then leaves. Should your child observe the shape of various plants, such as a straight trunk up high. A climbing vine from other islands to observe the difference of various flowers and fruits, such as butterfly pea flower with dark purple. The jasmine flowers are white and the children to use, what benefits, such as butterfly pea flower I used to dye cloth, Pandan.
Use in a dessert. Result in a colorful and fragrant wedge etc.
Also notice the leaves already Teachers should provide many kinds of seeds to children to play. Observed shape, size, color and learn to classify And categorized. The seed that looks like together. As well as to think that the seeds of any plant species with
A very useful device for observing the magnifying glass is often the children are excited to see things larger. And clearly see the details such as hair, skin, clothing, leaves, ants sand stone etc.
- Observed by ear.
In addition to audio classification would be useful to prepare. The language also is useful in the study of nature and other children around the voice is familiar to children. Animal sounds different teachers may use the local sound recording birds singing frog cicada sound tapes, etc., and then open the child guess what animal sound is known that children notice the difference. Of these sounds will help teachers to be linked to instruction about the nature and the existence of various animals and allows children are eager to observe and learn. More more.
Listen for things that are around. Children may use blind. Then guess the sound. Teachers do it to sound nothing like the sound of wood spoon knock people glasses, etc. from the cymbal sounds that sound different these objects. Children will learn about different objects, which can cause. The noise can also vary the instrument. Or air to the rhythm that is made of different materials to show your child that sounds like a different ball Saddam wearing green beans inside ball cap with a hot beat Rattan, bamboo, etc. get a soft drink.
- Observed by the nose.
Activities that use smell Should consist of salts that smell different kind as well as smelling something that smells similar but differ slightly in order to know by the information in the first step to bring the different to the child. smelling bottle take paper off the outer bottle. To avoid seeing things. The child inhaled the scent and say nothing. Examples that may be inhaled, including soap, coffee, onions, garlic, mint leaves, orange peel salts, etc. Later, after the children. Can identify various smells, you should have to smell that smells like it is.
Different in some different types of flowers such as soap, various leaves, various fruits such as orange and lemon, then talk to children describe feeling like this fragrant flower happy. This forces a little fragrant flowers are fragrant leaves. This leaves the sour smell like etc.
- Observing the tongue.
The tongue taste different foods is an activity that children enjoy it consistent with The nature of a child who likes tasting things, but grazing must teach children to understand what was placed in the mouth. And what should not be touched because it is toxic or harmful. When the children to see things that are not naturally be taken into the mouth. The children have different taste to know this. The difference of taste. And about the nature of what used to be even better food. In the event that Remove the food pieces several input tray, children, closed eyes, and then teachers send the sample to children answered that they're tasting what flavor is how such as sugar, salt jelly gooseberry lime, etc. Then compare the food with flavor yard together, that is. Differences between gooseberry and lime, such as how different.
- Observed by skin contact.
Exposure by using your hand to remove various articles of the skin. Helping children. Learn about the features of objects and a base to learn higher level. Activities may begin by removing the object several bags. Children to close your eyes Em hand picked items up and then say what dark look like such a soft solid rough smooth rough, cold hot, some thick, etc. of that put it in the bag should be at the surface of the different fabrics. various coarse paper texture sponge wooden feather coins etc. Children can practice their language associated with the object. These also learn characteristics of different objects with each other.


Skill classification
Classification Pra pharmacist safe. (Classifying) refers to the ability to classify objects by determining the criteria (Criteria) or a threshold to divide up Criteria for classification of objects are like 3 is the same (Similarities) differences (Differences) and relations. (Interrelationships), which depending on the child will choose which one to use criteria also Prapapan Suwan Health (2527:37) has the meaning of classification that refers to the sensory part of the body, arrange things to him. in the same category. This classification may be done several ways, such as letters, sorted according to shape, light and sound benefits of this size and so on.
Newman explains that young children can identify an object into the other by using the features specific objects or dimensions of the object as the basis for classification, such as color strength, size and shape, so some children may be classified objects other. into groups by using the property or more than one dimension. The identification of these children should be given the opportunity to decide on classification can be thought of using. How to Identify your own children. And not by way of other people's set for Red Dog Ridge and Pat Foster (Resd and Patterson) has said in the same way that Classification is the core of learning in science for young children. The methods of observation procedures manual. Classifications are those associated with the second process is the content of science subjects. And methods of scientific inquiry. Throughout the process of classification of children in learning about the effects. Various types of objects that young children are able to discriminate the properties of the object by using the basic simple addition of University Affairs (2525:68) mentions that classification. A process that scientists use by many things into categories to help provide the comfort, education and recognition. Based on certain criteria for the identification of these, such as by living off the plants and animals. Based on morphology. The movement of food and excrete waste. And reproduction as the basis for classification. Based on these properties will be clearly seen that Plants and animals, very different. Sometimes there may be some problems in the selection criteria will be used to classify For example. Paste characteristics midway between the solid and liquid Will not know what to type. The example above shows that Classification based on the criteria either alone. It is limited by the many things it is suggested that the identification, we will use any means for any main method is a good way for us to classify and identify different types of objects are strictly prohibited. Should not be confused together evenly matched. Skills development in the classification. Students will have to start with the classification of objects into two groups according to their criteria. The one. Then divided according to criteria set up for the second time. And do so continuously. Until the students can share elements with the large number can.
Therefore, the scientific organizing experiences for young children with How to classify teachers must try to provide many kinds of materials for children to play. To keep children's interest. Motivate children to offer ideas for the identification of multiple objects in nature that most children can. After the child was then classified. Children should discuss why he was classified by type such
Examples of. Activities to promote skill classifications.
- Sorting seeds.
Concept
Seeds are different in size, shape, color and texture of the grain surface.
Objective
After doing this, children can
1. Sort of grain, at least two characteristics.
2. The concept about the difference in terms of grain size, shape, color and texture of the grain surface.
Materials.
1. Seeds and plants of different sizes in terms of size, shape, color and meaning information, such as beans, black beans, red beans, green papaya, rose apple, guava, tamarind rice custard apple, etc..
2. Tray or leave a cruise for a separate set of paper grain.
3. Containers for grain input. (May take a plastic cup or bowl competition also counts).
Activity
1. Organize all types of seeds that can be acquired by a combination of container and break to enter.
Distributed to all children by the teacher not to give any advice Degongnegn let children play with seeds alone.
2. After a few teachers told the children sort the seeds. When children do activities for a while take a look around and discuss with each child, that sort of how seeds. Or why they split that way.
3. Encourage children to sort the seeds of new features that make them unique and traditional. He made the first time since it must not introduce any.
4. Discuss how Kiak Wanb classify each child. They might allow children to walk in the other friends that do, how After that, teachers should ask children that
"Why put these seeds to be included in the same Division."
"Students that way else will plant seeds in the same Division."
"Students can take the seeds distributed to the teachers were separated into 2 groups have some."
Suggestion
1. This activity should be beneficial to find a grain of various types and sizes.
2. Seeds, this teacher can help children to be and accumulated. It may be kept available in many other activities.

Measurement skills.
Measurement (Measurement) refers to the use of various instruments measure the amount of what we want to know accurately. The unit of measurement is always directed.
Valley Color Tip Monday (2531: 19) discusses the use of questions to practice for the measure by the answers and action.
1. To determine what questions will allow the measure was introduced to things that are measured. Know the nature of things, such as high precision and dimensions of the stick measure the volume of water or other liquid temperature measured weight
2. To determine why this question allows us to determine that purpose. Want to know something like the length, weight, and solid volume and temperature, etc. To the extent any resolution.
3. Is determined by what This question needs to know to choose the tools used to measure To suit the condition of the items to be measured and consistent with the objectives to be measured by
4. To determine what this question asks how we will measure as measured by counting and counting by using references such as one second to the last pair is measured by the measurement by weighing Measured by comparison and so on.
The measurement and the realization Robert Panas (2528: 29) has given an opinion on the measurement of preschool children that Is a basic foundation of measurement, such as the shift amount of activity at any point or will the children say what they feel is the most light weight, small, etc are the preparation of measuring total
In volume Prapapan Suwan Suk (2527: 376), described the young children said the amount of material different that it should be focused on the amount that can be seen clearly and as large not interested in the subject. subunit, such as comparing the two tables that no longer built. Teachers may recommend that children with visual observation. May use a tape measure to gauge May be marked on the tape measure out. Children will be able to see the different. But teachers should not tell children that the first table, 12 inches long.
Table 1 cm long, 11 inches to the second table, which is longer than the same. I like the length of this Children will not be able to better understand the Constitution. Children will not answer questions. This may be a result children are not interested. And children to show the amount of material Do not use the old c Real eyes only. Children should have used various methods to most
Examples of activities. To promote the skills of measurement.
- Examples of simple measurements such as measuring how many high school desk draw How many cubits long, the water board.
V How many bucket Long period of studying how (May be answered after the flag respect. Time to head straight for lunch or sunset).

Interpretive skills.
Interpretation. (Cummunication) means of speaking, writing, pictures, and body language. Display color The data can be accurately and clearly. And expression of emotion and feeling. It held that the interpretation by
How you can tell that. The well meaning or not. Will be as follows.
1. Describing the properties of objects with the details that others can be analyzed.
2. Save the changes object.
3. Tell the relationship of the information that was done then.
4. Handling the data in various forms that can be better understood as drawing a graph etc.
The children to practice skills in meaningful, well then. Children must know the vocabulary. Or the meaning of the word as well. Also must have experience in ways that are meaningful with The development of language. And readiness for reading. Helps to have the ability to convey effectively. Therefore, we will allow children to communicate with others well. Should be held this experience for children from preschool age. The teacher must encourage children to explain things that he has discovered as much as possible. If you have children who do not like to say teachers may have to use questioning techniques. And if the child describe situations that are not valid Teachers should be changed immediately.
Examples of activities. To promote meaningful communication skills.
Some materials can float on the water
This activity is an activity for children to learn about objects that float in water.
Concept
Some objects can float in water.
Objective
After completing this activity the children can
1. Indicating that the object can float in water.
2. Explain why objects float in water.
3. Explain why the object submerged.
Materials.
Banana, coconut shell, paper bark, nails, clay stone clay aluminum foil (if any) water bath.
Activity
1. Divide students into small groups. Approximately 4-5 people per group.
2. Distribute all materials. (Except the hot tub and water) discussed above, all groups of children.
3. Tell the children to create different types of boats from banana leaves, paper clay, coconut shell and peeled aluminum foil. Teachers should encourage children to do a boat shape, for example, a different kind of sailing ship bark canoe, etc..
4. The children take the boat to be done to float in the tub with water and children. Note that float their own boats or not. After that, teachers can introduce children to remove stones or nails. Or clay gradually put on board one at a time or by piece. And observe what happens if boat drowned or not teachers can recommend to children. Pass onto the next machine until the ship is sinking.
5. Teachers discuss with children the following questions.
"He made the boat shaped how."
"Who's boat afloat why."
"Who sank the ship's why the water."
"How do ships sail shape quickly."
Suggestion
1. Activities should allow children to play outside the room. And should provide the same number of basin water.
2. Before this activity, teachers should train children to fold a boat to a different form before they will not waste much time and children can see the different boats of different kinds.

Skills infer from the data.
To infer from the data (Inferring) means more comments and information that is reasonably Based on previous knowledge or experience to help me. This information may be obtained from observation Measurements or experiments. To infer from the information in that prediction. To infer from the data do not tell the events in the future. They have been explaining the meaning of the data. Based on existing knowledge and experience to help me.
To infer from the data. Describes information obtained from observing logically Based on previous knowledge or experience to help me. Look like.
1. To different conclusions about what each other.
Of a conclusion about what each of the various observed with insufficient information, such as the white substance is said that salt The specifications have not noticed other things like it enough to not notice the taste, solubility etc.
2. A conclusion about the relation of various phenomena, or different.
Describe data obtained from observations. Based on previous knowledge or experience, such as roses wilt the leaves from the pore because the worms eat it say that the other does not know the real reason for that is what Rely on other people have said or have seen other houses worms eat roses. (Which if you want to know that Rose is actually eating worms or they have to observe that A worm that area or not. If it was, but still skeptical that Worm is why I try to hypothesize that "Worm is causing this type of roses to die or not").
Laddawan Uenh Suwan (2530: 6-8) gave details about their skills to see that. Who commented to the effect of observation. And past experience as a conclusion to comment This may be a little better than guessing. But no one know what is wrong.
Many people have commented. The comment should not be to raise the skill in the process of Sciences, but commented that is something we could not avoid. We always tend to do well. In everyday life, such as water wet when noticed on the street think that the rain would fall perhaps. There is also a comment on the phenomenon of other scientists, so it always have to find ways to enable a similar opinion. Truth as possible.
For skills to infer that But is not that the teachers will focus on training students to infer a single But where children have to try to analyze that. What is the result of observation. And what we say is what I own. Or to summarize the opinion itself out. Which is not the result of observation. And to emphasize that when something already observed. Do not jump to conclusions quickly put Because there is nothing to confirm that Conclusions to be wrong, it should be stressed that any information derived from a comment alone will not be considered conclusive.
Examples of activities to promote skills infer from the data.
Teachers - Students see what the teachers are holding this Tell me, that What observations.
Students - the other black box, round a red cap.
Teachers - Students try to catch this card box. Look how it shake.
Students - the rattles.
Teachers - but also how other
Students - has a flat shape object in the box.
This activity can be seen that Students observe, but only a black box with lid and shake the red as the voice said. Objects inside a flat shape that he did not notice. He just heard. Audio only I then infer that What shapes. Tell me where it may be wrong time. In this example will help to better understand the skills to have some feedback. For skills down. Comments should be counted as one step to cause curiosity But teachers must not be forgotten. Encourage students to find additional information.

Skills, relationship between a space with a space and a space of time.
Space or a space (Space) of any object that refers to the space object is to dominate. Which is shaped like space objects, such as a sheet of paper is a rectangle. The area of this paper is over. This is a rectangular shaped plate was leaning on a space may have two dimensions: width and length, or may have three dimensions: length width and height of any relationship between space and a space for a child.
May include early childhood. Learn to recognize one-dimensional 2-D 3-D Drawing 2-D 3-D image instead of giving directions and telling the shadow caused by 3-D images to see and understand the images formed on the mirror The relationship between space and time for a preschool child may include the relationship of objects to time spent crossing the street, such as the Pan-term dimension of the vehicle you are sailing with dimension Or send your own space to cross the street. The growth of bean sprouts with the time spent etc.
Skills in the relationship between a specification with a specification is the ability to do the following activities.
1. SIGNS 2-D and 3-D images such as pictures or objects on the various shapes, rectangular piece of paper disc plate triangular glass beads, dice, etc. These chalk box. Students can have identified what works and what 2-D three-dimensional
2. Tell the direction of the relationship between different objects or places, such as when students see the map for storage and then. Students can tell. If we stand in the west gate of the zoo. And want to go see the giraffes will be flown to the left or the right of the standing position.
3. Positioning or direction of an object or in different locations, such as when students see the map for storage. Zoo entrance door on one side. Students can tell. While the students stood in any position in the tree.
4. Placemark left or right of the image caused by an object placed in front of the mirror as if they bind the fabric to the right wrist. And then to stand mirror Students can tell the students in the mirror image of the fabric that binds the wrist or so.
Skills to find a relationship between space and time is the ability to tell the relation between the distance to the object moving at the time and giving the relationship between changes in size or amount of material with time.
Examples of activities. To promote the skills of a relationship between the space with a space. And headspace with time.
Observing the shadow.
Objective
So that children can tell a shiny object from observation. Compare and see the shadows of real objects.
Materials.
1. Scene (maybe the white paper. Boxes of paper or cloth).
2. Many objects of this type were clearly visible. Been shaped clear when children see. Able to answer that is anything like Spoon glass star flower, etc. This material may use real or simulated time.
3. Pictures or drawings of various objects used all kinds.
Activity
1. Set the scene may be removed to create an outdoor sun object causing a shadow on the scene. Or may be made in the room with light. Throw away any object.
2. Holding an object to scenes made by the normal angle. Held vertically and the object the child seat. Next scene, said nothing as an object. And why he thinks that is the object of that type.
3. The child match pictures of objects according to the shadow that he had noticed it. Teachers should be closed before the picture. After looking at the shadow at the scene, and then open the picture, child, and he chose to match. Otherwise, children will be interested to see the pictures by mistake Shadow at the scene.
4. Ask a child he used to observe any nerve.
Suggestion
1. Should allow children to play with the shadows at the scene. And each child has a great holiday by holding an object turns out to upstage
2. The material from which the children should play a variety of children are not bored.
3. When children are familiar with the objects and events. Children may use hand represented by a different animal and challenge a friend as a kind of animal. That this activity is to train teachers viewed children.

Computational skills.
Calculation means being able to count the number of objects of deliberate and mean different and complex calculations such as To calculate various quantities, as well as calculated using the formula from simple to more complex steps, respectively.
Computational skills should be encouraged to include young children to count the number of objects. Bringing the number to. Or to describe various characteristics such as width, length, weight, high-volume areas.
Mathematics is an essential tool for more science Because in the experiment or research knowledge that require different numbers to calculate the various values that result from the experiment so
Science activities for preschool children. Must use a mathematical process in terms of the number of positive integer numbers negative numbers, mathematical sets.
Examples of activities to enhance the computational skills.
- Teacher supply of material to a child count as a 10 piece rock and so on.
- Teachers, children study the growth of a tree. The children planted a tree and take care of itself. From seed. And the children were measured each week, much higher plants. Then save it as a high number. (Before doing this activity, teachers should ensure that heart. Children have basic knowledge about the measure).

Syllabus
From the foregoing conclusion. Encourage young children to develop the scientific process that Science activities for children should be done with their hands. Science process skills is the basic process. Or basic skills that young children should be encouraged to develop a process as follows: 7 observation skills. Skills, classification skills, interpretation skills test. Skills and put Skills, relationship between the dimension of time. And computational skills.

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