Oklahoma State Assessment Test (OSAT) Early Childhood Education Practice Test

What would likely prompt scientific thinking in preschoolers amazed by disappearing puddles?

1. Asking the children if they can guess where the puddles might have come from in the first place.

2. Showing the children how to use brushes to paint with water on the sidewalk and then observing what happens to their paintings over time.

3. Explaining to the children that puddles evaporated because they were heated by the sun.

4. Talking with the children about the different forms of precipitation that water vapor can take when it falls from the sky.

The correct answer is: Showing the children how to use brushes to paint with water on the sidewalk and then observing what happens to their paintings over time.

The correct answer involves demonstrating an interactive experience that facilitates scientific thinking in preschoolers. By showing the children how to use brushes to paint with water on the sidewalk, they actively engage in a hands-on activity that allows them to observe the effects of sunlight and air on their creations. As they watch their paintings evaporate, they can draw connections to the process of water disappearing in puddles. This experiential learning fosters curiosity and encourages them to ask questions and make predictions about what will happen over time. By directly participating in the activity and observing results, children are more likely to develop critical thinking skills as they explore cause-and-effect relationships. In contrast, the other options offer varying levels of engagement but may not as effectively prompt scientific thinking. For example, asking children to guess where puddles come from invites speculation but does not provide observational evidence for them to ponder. Explaining the scientific concept of evaporation introduces vocabulary and facts that are important, but young children may find it abstract without hands-on experience to anchor the concept. Discussing precipitation also presents interesting information but lacks the interactive element that stimulates inquiry and exploration. In summary, option B effectively combines action with observation, essential components for nurturing scientific thinking in young children.