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Three-dimensional mind maps are a highly effective tool for providing engaging, kinaesthetic and sensory experiences for young children, with real objects used to promote the sharing of knowledge and the creation of connections. The use of real objects allows children the opportunity to connect with those objects at a personal level, thus placing the children at the centre of their own learning, both mentally and physically. This paper describes two procedures for developing 3-D mind maps with children in early childhood: the first with an emphasis on children's drawings and the second with an emphasis on children's ideas. Each procedure is illustrated with a specific example and supported by photographs highlighting the process. The role of the teacher, along with the advantages and limitations associated with using 3-D mind maps, are also discussed. (Contains 11 figures.)

In 2015 and 2017, we observed four pre-school centres, researching science, maths and technology pedagogy and how opportunities presented themselves for learning in outdoor settings. The purpose of this paper is to interrogate STEM practises in the early years, practices that are informed by play-based education pedagogies, to understand approaches to STEM education. The research adopted a mixed methods approach which, in addition to our observations, included a pilot survey and educator interviews. These data are brought together to examinepractices of STEM education in pre-schools. We were able to view pre-school centres as places that provide varied, rich experiences for children to develop understandings of STEM. Importantly, we observed that children’s STEM experiences enhance their self-belief in their ability to learn STEM, and these early years’ opportunities trigger STEM appreciation and its value to everyday life. We were able to conclude from the research results that integrated STEM, particularly science and mathematics, arise through children’s play and themes arising from their interests. The findings importantly highlight how different practices and pedagogies are used to support STEM learning.

Various reports have identifi ed urgent needs for science education in Australia, in particular, in relation to maintaining and increasing capability to teach science at all levels of schooling (e.g. Australian Academy of Technological Sciences and Engineering 2002 ; Goodrum et al. 2001 ; Tytler 2007 ) . The most recent reports at both the national and state levels have recommended the development of comprehensive ‘action plans’. For example, the Commonwealth sponsored the initial phase of production of a National Action Plan for Australian School Science Education 2008–2012 (Goodrum and Rennie 2007 ) . Many of these reports highlight a ‘crisis’ in science education, in terms of students’, teachers’ and national needs. Briefly, they provided convincing evidence that students are not enrolling in science courses or science education courses in suffi cient numbers; appropriately trained teachers of science, technology, engineering and mathematics (STEM) knowledge, skills and/or appreciation continues to be a national concern, especially in innovation and economic terms.Over the past decade, a number of initiatives have attempted to address the student- related dimensions of this problem, particularly increasing engagement in STEM at the upper primary and secondary school levels. Examples of these include the Australian Academy of Science ‘Primary Connections’ programme, the Collaborative Australian Secondary Science Programme (CASSP), the Creativity in Science and Technology (CREST) programme, the Science Education AssessmentResources (SEAR) programme, the Australian Science Teachers’ Association Science Awareness Raising Model and the recent Scientists in Schools (SiS) programme. However, few of the initiatives to date have focused specifically on the needs of pre-service teachers, and even fewer have addressed the needs of early childhood pre-service teachers.This chapter re ports on the outcomes of a project that took a highly collaborative and cross-discipline app

Whether children are observing water as it trickles down a slope, building towers, exploring the different electronic sounds of a mobile phone, feeling the sensation of mud between their toes, or noticing the difference between sweet and sour foods, they are engaged in science. Such simple play-based activities can evoke a sense of curiosity, and open up a world of science for children to explore.Planting the Seeds of Science offers a flexible and integrated approach to the teaching and learning ofscience for 3 to 8 year old children. This book was designed as a catalyst for pre-service early childhood teachers' engagement in science learning and teaching. Pre-service (and in-service) teachers bring many strengths into the classroom that are essential in science: respect for children's intellect, curiosity and questioning; celebration of a child's wonder; excitement associated with explorationand discovery; and a willingness to develop instruction based upon children's thinking that embraces open-ended inquiry (Howes, 2002). At the same time teachers sometimes bring a lack of self confidence to teaching science due to their limited science content knowledge and lack of experience.This book has been developed to allow teachers to work with their strengths while connecting with science in a manner that is comfortable for them. Five modules of work are presented in this book based around the themes of the environment, astronomy, forensic science, cleanliness and solar energy. These themes were chosen and developed so they would easily tap into children's curiosity while connecting directly with their everyday experiences. Each module has been developed through a close collaboration between teacher educators, scientists, engineers, pre-service teachers andexperienced early childhood teachers. Used as a flexible and adaptive resource for teachingscience in the early childhood years, this book will provide the seeds for ideas that support children's curiosity and engageme

Blake, E., & Howitt, C. (2018). Enhancing young children's science identity through pedagogical practices. In C. Campbell, W. Jobling & C. Howitt (Eds.), Science in early childhood (pp. 124-135). Cambridge University Press. https://doi.org/10.1017/9781108500142.010

Slater, E., & Howitt, C. (2018). Teacher perceptions of a pilot process for identifying intellectually gifted 6-and 7-year-old children in the classroom. Australasian Journal of Gifted Education, 27(1), 5. Available here

Bunney D., Sharplin E., Howitt C. (2015). Generic skills for graduate accountants: the bigger picture, a social and economic imperative in the new knowledge economy. Higher Education Research and Development. Available here

Howitt, C., Blake, E., & Rennie, L. J. (2017). Developing effective pedagogical approaches in science outreach programs for young children. In Preparing Informal Science Educators (pp. 207-223). New York: Springer. doi:10.1007/978-3-319-50398-1_11 Available here.