Math and science for young children actually forms the overall and basic mental constructions of their long lasting world. As adults, we cannot retrace the steps we took in attaining these concepts better than as they are part of our intellectual and unconscious analysis. Usually young children have their own curriculum priorities and construct their own math and science concepts. These concepts, while age-appropriate, may appear wrong from an adult perspective.
If we want to teach math and science for young children, we cannot start from some reflective analysis of the task, but rather we must actually observe children attempting to learn the task. It is observed that young children can use nominal numbers as soon as they are able to use names, usually by age two or three. Then, by the age of three or four, young children are able to order blocks as to size. They demonstrate the ability to construct ordinal scales and employ numbers in an ordinal sense.
It is, however, only when children attain the concrete operations normally at age of five to seven, that children can construct units and use interval scales. The only way to understand the concept of learning of math and science for young children is to observe them in the process of acquiring it.
We here conclude that it cannot be clearly known to us what types of programs are most effective with young children without careful observation and study. There are limits to what one can effectively teach in the fields of math and science for young children. But there are no limits to the young child’s curiosity and imagination, if we support and encourage his or her own ways of thinking.