Child Development Tracker: Science From Age 3 to 4 (page 3)

Three-year-olds use all of their senses to make sense of the world around them. Their growing language skills help them to talk about their observations and experiences. In seeking solutions to problems, children at this age typically try different ideas until a successful one is found. Three-year-olds can classify and sort objects, but usually by only one characteristic at a time.

Inquiry Skills

• Uses exploration as his or her primary method of learning. Practices the "trial and error" method to find solutions to problems, typically trying different ideas until a successful one is found (e.g., stacks blocks over and over, trying different configurations to achieve stability and height).

• Collects much information through observation, sound, and touch. Classifies and sorts objects by identifying one property (e.g., hard v. soft, large v. small) or function (e.g., transportation). Notices common properties and differences among objects and materials. Readily sequences by size. Begins to use simple tools (e.g., magnifying glasses to see details) to gather information.

• Begins to make simple representational drawings as a form of data collection (e.g., drawing of snail begins with outline of form, then over time features of particular interest are added, such as the head or rings on the shell).

• Can draw on past experience to describe, compare, and talk about observations and experiences.

• Shares experiences and observations in discussions, increasing use of descriptive vocabulary (e.g., child describes snow as "wet," "cold," and "white").

• Can explore science phenomena with small groups (e.g., a group looks for living things in a leaf pile).

Knowledge of Physical Sciences

• Begins to describe objects in terms of materials they are made of and their physical properties (e.g., may ask for a blue plastic cup). Shows beginning understanding of cause-effect relationships (e.g., how adding water changes the consistency of clay).

• Notices qualities of sound (e.g., pitch, volume) and light (e.g., brightness). May experiment with making sounds and recognize different sources of light. Begins to realize that light makes shadows.

• Continues to play with water, noticing the way it flows and fills a container. Enjoys making "potions," mixing various liquids to create new variations.

• Understands that inanimate objects don't move on their own, and that they need to be pushed, pulled, thrown, dropped or otherwise acted upon in order to move.