Reflecting on journal entry’s two readings for our course, I was compelled by three ideas in Worth and Grollman’s (2003) book. The first idea that captured my attention was about the “Young Children’s Inquiry” (YCI) framework. According to the Worth and Grollman (2003), the process of exploring and investigating the world is not a one-dimensional experience but rather it is a multidimensional experience (p. 19). Worth and Grollman offer that children in the classroom develop inquiry skills in different stages and usage order varies constantly. As a result, Worth and Grollman argue educators need to “record observations, explanations, and ideas through multiple forms of representation including drawings, simple graphs, writing, and movement” (p.18) when doing scientific inquiry in order to give children opportunities to develop their abilities and skills.
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Yet, after re-reading the YCI framework and help with the visual graphic organizer I was able to understand the concept revealing the complex and multiple interchanging levels of learning and understanding to world observations, wonders, and questions. I found the YCI framework helpful because it can be a helpful tool for educators to use when teaching science. Indeed, the YCI framework reveals that learning is complex and messy and provides another lens in which educators can go about teaching children
Yet, after re-reading the YCI framework and help with the visual graphic organizer I was able to understand the concept revealing the complex and multiple interchanging levels of learning and understanding to world observations, wonders, and questions. I found the YCI framework helpful because it can be a helpful tool for educators to use when teaching science. Indeed, the YCI framework reveals that learning is complex and messy and provides another lens in which educators can go about teaching children