Chemistry Corner – where science meets fun

Given my working background I naturally gravitated to 'science' based activities (or rather I put a science bent on my activities!) and thoroughly enjoyed the experience of working with my young, 'sponge-like for information' audience.

After a probationary period, I was offered part time employment at the preschool and accepted the opportunity immediately. I continued with my science activities as well as performing the other (many) duties of a preschool childcare assistant. I was already beginning to feel the part when, during some lesson planning, it was suggested, by our innovative manager, that I think about setting up a more regular activity centre, based around science.

The preschool bought some mini laboratory coats, together with some safety goggles, and Chemistry Corner was born!

The aim of Chemistry Corner is to give our children an inspiring introduction to the wonders of science through a low cost, effective and multi-sensory learning process, using a collection of prepared experiments based on sound scientific principles.

I believe in true information from day one and developing that information on an age appropriate basis. I therefore always ask our budding scientists to don white coats (safely secured with 'poppers'), to wear goggles and for those with long hair to think about the advantages of tying it back. The position of the 'laboratory' is adaptable, depending on the experiment, and I encourage all the children in the setting to participate. Our Chemistry Corner motto is 'Always Ask "Why?"'.

The experiments are relatively inexpensive to perform, with the major expenditure being consumables (mainly reagents). I have documented each experiment into a standardised format both for myself (for consistency) and to enable other members of staff to easily follow and demonstrate in my absence.

To date, I have accumulated a collection of twelve documented procedures, which have all been performed at least once. I repeat experiments regularly to reflect and to learn how to present them better for my audience in the future. I can then encourage more 'hands on' participation, with familiar manipulations having been previously learned (e.g. pouring through funnels, swirling actions).

One experiment was entitled 'Frothy the Snowman'. 

Our objective was to build a model snowman using sodium bicarbonate, sodium chloride and an anionic detergent; the limbs were pasta, the nose a piece of carrot, eyes and buttons were coloured jelly crystals, the hat an inverted, previously used, coffee capsule, all together with a scarf cut from ribbon. Once built, we talked about what would happen to 'Frothy' when the temperature rose, discussing the properties of snow, ice and water. We then made him melt and collapse in a sea of froth (he was carefully sprayed with ethanoic acid).

The reagent cost for this was £2.63 (baking soda, vinegar and a small volume of 'Fairy Liquid') and all from the local supermarket. I capture the moment on photograph and these are available (password protected) to parents via our on-line learning journal. I also display a constantly updated board showing photos and information about our experiments.

To date we have explored:

• chromatography (colour separation using marker pens)
• separation (mixture of flour, pasta and rice using sieve and colander)
• pH (using pH paper to test various items for acidity/alkalinity)
• static electricity (balloon stuck to the ceiling) 
• defying gravity (inverting a glass filled with water)
• erupting volcanoes (sand mountain filled with bicarbonate and then mixed with ethanoic acid)
• flotation and sinkage
• refraction
• spectra

We`ve also turned water into Ribena and created a lava lamp. We are currently investigating how to make a battery (from a lemon, a nail and a penny) and how to get a rainbow in a glass!

Our pre-school teaching strategy is based on the Early Years Foundation Stage, which constitutes seven aspects of learning and development, of which the Prime areas are defined as: Personal, Social and Emotional Development (PSED), Communication and Language (CL) and Physical Development (PD) and the Specific areas as: Literacy (L), Mathematics (M), Understanding the World (UtW), Expressive Arts and Design (EAD). We appraise all our preschool activities against these learning objectives and, with help from my manager, I have identified the value of each experiment in terms of these objectives. The objectives are identified in each experiment document and the value of this work becomes apparent, for example our Lava lamp satisfies all seven aspects!

The original aim of Chemistry Corner is well underway but each academic year, we have a new group of very inquisitive minds to help learn, develop, explore and discover. I believe that through continuing our science activities, linked to a fun experience, we can enhance that learning process.