WCS Education Editorials

Over the course of this year, I’ve had the privilege of working alongside preschool educators through our STEM Starters professional development series at both Queens Zoo and Prospect Park Zoo. What began as a series of PD sessions quickly became a collaborative learning journey centered on making science meaningful, accessible, and joyful for our youngest learners.

One of the biggest lessons we learned together was that curiosity should lead learning and that hands-on experiences build curiosity, problem-solving, and deeper thinking. Throughout the year, teachers designed science stations and experiences rooted in observing, questioning, predicting, and communicating. During one activity, teachers collaborated to design preschool science stations that reflected student interests, strengths, and needs, highlighting how intentional, student-centered experiences can spark meaningful exploration and discovery.

Another lesson was the importance of social-emotional learning in science instruction and how it connects naturally to scientific exploration. During an animal empathy demo featuring an often-misunderstood animal, teachers reflected on how moments of fear or hesitation can become opportunities for curiosity, connection, and care. These experiences led to important conversations about addressing misconceptions, supporting emotional responses, and helping students build empathy for living things while engaging in science.

Finally, we learned that all students should feel like scientists. Through our work with Culturally Responsive-Sustaining Education, language supports, outreach programs, field trips, and responsive coaching, teachers explored ways to make science more inclusive and accessible. During activities like scientific language skits and small group scenarios, teachers reflected on how to scaffold participation, provide multiple entry points into learning, and create spaces where every student could engage meaningfully. Across the year, educators grew more confident in bringing inquiry-based science back into their classrooms.

For me, being a part of this program has been incredibly rewarding. It’s been inspiring to see educators embrace new ideas, take risks, and support one another along the way. I feel a deep sense of gratitude for the opportunity to learn alongside them and contribute to a program that values curiosity, collaboration, and growth. As STEM Starters moves into its fourth year, I’m excited for what’s ahead and to continue building on this strong foundation. Most importantly, we’ll continue supporting teachers in bringing rich, engaging science learning to their students.

Read the Past WCS Education Stories