This article presents the implementation of an experiment-based approach to teaching science to preschoolers. The research relied on the principle of “learning by doing” derived from the Child-Centred Education theory of Pedagogy. The experimental group was formed of 18 children aged 4-5 years who were taught about the concept of the water circuit in nature by a group of 3rd graders who used the experimental method. The same concept was presented only by the teacher to a control group (N=18). The level of comprehension of the concept was measured to see if there were differences between the two groups. The experiment group scored 30% higher in comprehension, memorisation and practice than the control group. The main focus of the study is to develop an environment where classes are associated by different levels (primary and preschool) so that the older children may teach younger children concepts otherwise hard to understand. Alternative educational groupings could generate a more profound comprehension of difficult subjects. The results of the study encourage the idea of breaking the boundaries between age-groups and subjects. The current generation has found interest in technology development, regardless of age. Also, older children can use their theory comprehension filters as foundation for teaching structures to younger children. The guided use of technology in the classroom should be the main preoccupation of teachers in order to enhance student performance and love for learning. Such pairing methods can help both teachers and students together. We believe this program can be multiplied in any school.
Key words: child-centred education, learning by doing, preschool, science