Active Science Learning with Inexpensive materials in Early Childhood
On being informed by Academia that this blogger, Dr Lalit Kishore's work being consulted for pre-primary science, the following information was reveals
Rukiyah & Kanedi (2017) [1] demonstrates that developing children's science process skills does not require expensive laboratory facilities or extensive resources. Utilizing a one-shot case study design, the researchers observed 17 kindergarten children aged 5–6 years in Indonesia. The children participated in simple, highly accessible, and low-cost hands-on activities, such as exploring sinking and floating objects, testing solubility, mixing colors, and observing insects. Through structured observation forms and child worksheets, the study revealed that over 52% of the children achieved scores in the highest performance tier (80–100 range). Ultimately, the findings confirm that engaging, practical, and low-cost activities significantly boost early scientific skills, proving that resource constraints are not a barrier to effective early childhood science education.
Google (2026)[2] informs that pre-primary and primary STEM education is viable through low-cost, toy-based science projects. As a recipient of the prestigious Findel-CASTME Award, his work focuses on replacing expensive laboratory equipment with everyday household items and recyclable materials to make hands-on learning accessible to rural and resource-constrained schools. By centering his philosophy on inquiry-driven learning, he helps young children develop a foundational scientific temperament through active experimentation rather than rote memorization. Furthermore, he bridges educational gaps by blending traditional science with alternative pedagogies, creatively integrating the Concept Attainment Model (CAM), micro-learning, haiku poetry, and doodle art to make early childhood science engaging, equitable, and universally accessible.
Some more citable work of Kishore is as follows
Kishore (2026) [3] posts that effective science instruction must shift from rote memorization to active engagement, transforming students from passive information receivers into active constructors of knowledge. By merging solid pedagogical strategies with core scientific content, classrooms evolve into dynamic environments where learners experiment, question, and reflect. This approach moves beyond traditional textbook teaching, encouraging students to collaborate, analyze data, and build their own conceptual understanding of scientific principles. Ultimately, prioritizing discovery-based learning and critical thinking fosters a deeper, long-lasting grasp of science, creating a continuous cycle of educational refinement and intellectual growth for young minds
Kishore (2026) [4] emphasizes that low-cost, hands-on science experiments using local materials improve engagement and understanding in rural Indian schools. By utilizing practical toys instead of rote learning, students in resource-limited areas can effectively grasp basic science concepts and boost academic performance.
Kishore (2026)[5] argues that practical, hands-on learning cultivates children's deep-rooted interest in basic science. He advocates for substituting complex, expensive laboratory tools with accessible everyday kitchen items to bridge abstract scientific concepts with immediate observations. This approach builds analytical skills and sustained curiosity by allowing young minds to explore chemistry, physics, and biology through safe, joyful, and low-cost experiments right at home.
References
[1]Rukiyah, Marlina, & Kanedi, M. (2017). Child science skill improvement through hands-on learning activities in kindergarten with limited human resources and facilities. American Journal of Educational Research, 5(5), 540–545.
[2] Google (2026, September 11).dr lalit kishore, educator on pre-primary science, https://www.google.com/search?q=dr+lalit+kishore%2C+educator+on+pre-primary+science&gs_lcrp
[3] Kishore, L. (2026, September 4). Science instruction must make learners Knowledge constructors, Lalit Culp, https://lalitculp.wixsite.com/website/post/science-instruction-must-make-learners-knowledge-constructors
[4] Kishore, L. (2026 August 22 ). In Indian rural schools, low-cost hands-on science matters , Lalit Culp,, https://lalitculp.wixsite.com/website/post/in-indian-rural-schools-low-cost-hands-on-science-matters
[5] Kishore, L. (2026). Simple Science Experiments with Common Household Things: Bringing Science to Life for Kids, Lalit Culp, https://lalitculp.wixsite.com/website/post/simple-science-experiments-with-common-household-things-bringing-science-to-life-for-kid
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