We know how important it is to be able to read and write in our daily lives. We notice when we use maths, particularly the 'sums' we do when we're shopping. It's not always so obvious how we use science.
But science is significant too. Nearly everything we do, from watching TV to cooking, involves some scientific processes. We often make moral and practical decisions that need an understanding of science. Will switching my lights off make a difference to global warming? Should I buy genetically modified food? To understand the questions, it will help to know a little about the science behind them.
We also need more people with advanced knowledge of science and engineering, who will help us to beat diseases and to live longer, or to travel faster with less pollution. And we need more science teachers who understand and enjoy science, and know how to teach others.
The Department for Education and Skills (DfES) has realised this. This is part of the reason why the year from September 2001 to August 2002 is officially designated Science Year and the DfES, along with a number of other organisations, is supporting science projects and activities.
Science Year is aimed mainly at secondary schools, because many children lose interest in science as they get older. But we can and should capture children's interest and excitement with science in primary and nursery school - and at home too. With young children, we have a wonderful opportunity to teach science in a way that nurtures their enthusiasm and curiosity, and matches the ways in which they learn.
First, we can help children to see how science is relevant to their daily lives. By letting them peg out their dolls' clothes on a cold day, and asking them to check whether they're dry, they begin to see science in context.
In the Foundation Stage we can give children opportunities to gain experience of some of the important scientific concepts. When they play with ice, cold water and warm water, children experience some of the properties of liquids. When children look at heating and cooling materials at Key Stage 1, and evaporation and condensation in Key Stage 2, they will already have laid the foundations.
Most importantly, in the early years, we help children learn how to do science and how to talk about it. Asking, 'Why did that sink?' provides appropriate language and models the questions they might use themselves. By discussing their answers in terms of theories, and giving opportunities for focused observations, we give them opportunities to prove or refine those theories. Young children are at the very beginning of a scientific process of enquiry, which they will use over and over again, both within the school curriculum and also in their lives beyond school.
Science Year encourages children to play with science. This has always been part of good early years practice, and is encouraged within the QCA's Curriculum Guidance for the Foundation Stage. By supporting and extending children's play, we provide the best foundations for learning, in science and across the curriculum.
Nansi Ellis is primary education adviser at the Association of Teachers and Lecturers (ATL). She will be giving seminars on science and play at the Early Years and Primary Teaching Exhibitions during 2002.
Education consultant Penny Tassoni has written the 'cut out and photocopy' parent's guide to early science shown opposite.
