Friday, September 14, 2012


My teaching mentor and most sage advisor, in all things related to inquiry-based science curricula, told me that the first week of teaching science to youngsters would be an almost euphoric experience.  She of course was right.

But after teaching science to young children (from preschoolers to third graders) for over a year, I am happy to report that the experience has not lost it's initial honeymoon glow.  If you have not experienced it yourself, I can tell you, it is the most amazing rush in the world. To be able to play some small role in presenting scientific phenomena to young children, to witness their engagement, exploration, absorption, understanding, and wonderment, it feels like there is nothing else at that moment.

As pop psychology as it may sound, I do believe that in adulthood we seek to fulfill some need of our younger selves that may not have been fully met in development.  I know now that the inadequacies, insecurities, and doubt that I felt about my own educational upbringing is what moves me to bring child-driven science lessons to very young students today.  It is my mission to empower children with their own sense of intellectual curiosity, to engage them to express their own thoughts, to explore deeply what ever subjects they find most intriguing, and to encourage them to trust their own creativity in problem solving.

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