“Early education is the most important.

What a person sees as a child that will guide through

their life, and oriented them toward the good”, - exclaimed Countess Therese von Brunsvik
(1775-1861), who was among the first founders of the nursery schools in Europe.

Many people think that at the age of three, children are too young to learn about
astronomy. However, our experiences prove otherwise. Small children already possess an
imagination, as they gain knowledge of basic things, their curiosity also increases in the world
above them. Let’s think about how important it is for small children to understand directions,
orientate themselves. If they get lost somehow, it shouldn’t be panic that comes over them, but
the ability to find their way home.
Nowadays, the motivation of children is the most important factor in education. If there
is motivation, interest in a topic, then the children will learn things much faster and easier.
Astronomy has been interesting from ancient times until nowadays, but today it is a dynamically
developing branch. The news is full of the latest astronomical discoveries almost every day.
Little kids are filled with admiration when they saw these discoveries; they can give quick,
unique, creative answers to the problems that arise. The point lies in the method of teaching.
Thus, motivation is not enough. One must be able to explain astronomy to little children at their
level of knowledge. From experience, we can say that this is not always an easy task, because
every group of children is different. It is also a challenge for the lecturer to keep such an
occupation, which requires a high degree of flexibility. Eye contact, attention, games with each
other, habits, repetitions, chants, lyrics are relevant. If kids are sleepy, then we can include some
cheerful vocals with movements and then return to the original schedule.
 “The mind is not a vessel to be filled but a fire to be kindled” as Plutarch philosopher
written almost 2000 years ago still rings true to our life. The goal is to play science, astronomy,
to resolve problems playing through the child’s imagination.
In the first part of the book is introduced the teaching methodology in five topics: solar
system, orientation, ecology, space, and astronomical observatory. The reader will also find
detailed lesson plans, including the authors' own "developed" rhymes, songs, and tales. The
second half of the book is devoted to the profession of pedagogy-andragogy, serves to teach
kindergarteners, astronomers, teachers, dedicated parents, etc. In this part we found answers to
the following questions: what kind of curriculum is most appropriate for achieving the learning
objectives; what are the structural elements of the educational process, what happens when the
educational process is implemented; what forms of education and methods best implement
teaching and learning of the curriculum; how does the teaching-learning process take place,
what is the content of teaching-learning; which teaching-learning strategies are best suited for
learning; what kind of educational tools help in the implementation of teaching-learning
strategies in the most effective way; what is the impact of Information and Communication
Tools (ICT) on the education system; how to comprise the Internet (network) into teaching;
which new educational trends (i.e. constructive, collaborative, and connectivism learning) help
to learn; how can be integrate these new trends into formal and non-formal education system.
According to the authors, it is excellent if the child knows and applies correctly the
astronomical concepts; detects and protects the environment as below so above; knows how to
use the directions and the constellations to navigate during the day and at night. The authors
like to show the way how they imagined science, astronomy as part of kindergarten education.
Success was demonstrated in practice; children were very reactive, enjoyed the lessons and
gained useful knowledge. There is no set format, further ideas and other ways may be used in
the future.
This creative course manual introduces the reader to the universe of teaching astronomy
for small children. It will appeal to andragogue, adult trainers, university lecturers, kindergarten
teachers, pre-school and primary school teachers, and astronomy lecturers, as well as parents
wishing to teach science (astronomy) using teaching-learning theoretical methods. It offers
practical advice on educational theories that can be deployed in the classroom. Therefore, with
this book we want to help readers to make the first steps in teaching science, to introduce
astronomy to small children tirelessly, because we, adults, just forget, but what the kindergarten
children learn it lasts until their lifetime.
 The book was presented in a ninety minutes splinter presentation at the EPSC-DPS Joint
Meeting 2019 in Geneva, where was attended around 1730 participants from 52 countries. The
Europlanet 2020 RI project financed the authors to publish a full teaching astronomy manual in
English, Romanian and Hungarian (see references). The questions raised after the presentation
indicate that it seems to be necessary the proper preparation and education in astronomy at all
levels, from small children, adolescents to adults and golden-agers.

References
Szücs-Csillik, I., Szűcs, I.: First steps in Astronomy, Ed. Casa Cărții de Științe, Cluj-Napoca,
2019 (ISBN: 978-606-17-1486-5).
Szücs-Csillik, I., Szűcs, I., Mircea, L.: Primii pași în astronomie. Andragogia didacticii
preșcolare, Ed. Casa Cărții de Științe, Cluj-Napoca, 2019 (978-606-17-1507-7).
Szücs-Csillik, I., Szűcs, I.: Első lépések a csillagászatban. Az óvodai didaktika andragógiája,
Ed. Casa Cărții de Științe, Cluj-Napoca, 2019 (978-606-17-1503-9).