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All Children In Regard: Ollerenshaw and Richie (1997) regard observation as the starting point for science. So it could be argued, observation could be the starting point for young children's science. Young children observe the world around them and use their observations to try to make sense of what they see. Observation in science involves, where appropriate, the use of all the senses. Young children are frequently asked to touch an object and to describe how it feels. 'Observation tasks enable children to look at objects or events in a scientific way' (Gott and Duggan 1995, p. 55).
This chapter has identified a number of causes for concern with regard to children's current levels of health and physical activity. It has been suggested that conditions of modern society, including media, transport patterns and physical environment, have led to a steady, consistent and measurable reduction in opportunities for physical play in young children, and that this reduction in play opportunities is a significant factor in the growing health concerns.
A very determined ethos had grown, and was firmly sustained, which held all children in regard, felt deep concern about their problems in learning and behaviour and took pains to find better strategies to help them. This was our overriding direction. It sounds, perhaps, earnest, studied, commonplace, obvious, as I write it but it was in fact supportive, lively and friendly. The habit, then, of positive discussion on real issues to do with school policy, curriculum and children's needs was well established before the home reading project began. People were used to taking joint decisions and implementing them rigorously.
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