Editorial

11 pages, 265 KiB

Open AccessEditorial

Research Trends and Development Perspectives in Early Childhood Science Education: An Overview

by Konstantinos Ravanis

Educ. Sci. 2022, 12(7), 456; https://doi.org/10.3390/educsci12070456 - 30 Jun 2022

Cited by 9 | Viewed by 3504

This article serves as a critical approach to both the emergence and the identity formation of Early Childhood Science Education (ECSE) as a new scientific field, consolidated within the association of certain research divisions of Early Childhood Education, various branches of Psychology dealing [...] Read more.

This article serves as a critical approach to both the emergence and the identity formation of Early Childhood Science Education (ECSE) as a new scientific field, consolidated within the association of certain research divisions of Early Childhood Education, various branches of Psychology dealing with learning, and of Science Education. Consequently, we present research trends, orientations, and currents in ECSE, such as the study of children’s mental representations, the development of teaching activities, teachers’ perspectives, the preparation of teaching materials, scientific skills, diversity and inclusive education, the influence of the family, etc. Finally, we formulate some concluding remarks on research perspectives and the epistemological formation of ECSE. Full article

(This article belongs to the Special Issue Early Childhood Science Education: Research Trends in Learning and Teaching)

Research

Jump to: Editorial, Review

19 pages, 579 KiB

Open AccessArticle

Young Children’s Ideas about Heat Transfer Phenomena

by Angelika Pahl, Hans U. Fuchs and Federico Corni

Educ. Sci. 2022, 12(4), 263; https://doi.org/10.3390/educsci12040263 - 08 Apr 2022

Cited by 5 | Viewed by 2011

Abstract

In this article, we present kindergarten children’s ideas about thermal phenomena before any educational intervention took place. In order to capture and account for the heterogeneity of the kindergarten group in this study, first teachers observed children’s exploration behavior, task orientation, science interest, [...] Read more.

In this article, we present kindergarten children’s ideas about thermal phenomena before any educational intervention took place. In order to capture and account for the heterogeneity of the kindergarten group in this study, first teachers observed children’s exploration behavior, task orientation, science interest, and language comprehension in everyday kindergarten life using a structured observation form. Then, 24 children aged between 3.8 and 6.0 years were interviewed individually about three situations focusing upon water temperature and its changes. The results show that interest in science and language comprehension are significantly related to children’s understanding of thermal phenomena, while task orientation and exploratory behavior are not. In general, the kindergarten children did not yet use the word “heat” in their descriptions and explanations but were more or less able to describe the water temperature and its changes in a differentiated way. Full article

(This article belongs to the Special Issue Early Childhood Science Education: Research Trends in Learning and Teaching)

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17 pages, 456 KiB

Open AccessArticle

Study of Kindergarten Teachers’ Intentions to Choose Content and Teaching Method for Teaching Science

by Anastasios Zoupidis, Vasilis Tselfes, Penelope Papadopoulou and Petros Kariotoglou

Educ. Sci. 2022, 12(3), 198; https://doi.org/10.3390/educsci12030198 - 11 Mar 2022

Cited by 4 | Viewed by 3120

Abstract

In this paper, we investigate the intentions of kindergarten teachers to use the content and to apply the teaching methods that they acquired in a one-day teacher training seminar. According to the theory of planned behavior, the answer to this research question is [...] Read more.

In this paper, we investigate the intentions of kindergarten teachers to use the content and to apply the teaching methods that they acquired in a one-day teacher training seminar. According to the theory of planned behavior, the answer to this research question is directly related to a series of social-psychological personal criteria assessments, such as an assessment of the personal gains or losses, the opinions of important third persons, the teacher’s own assessment of the value of the students’ learning, and the perceived behavioral control assessment. A total of 114 participants completed a 5-point Likert-scale questionnaire that consisted of two sets of five questions each. The results show that the kindergarten teachers’ intentions to use particular content and teaching methods are based on whether they have the skills to apply them successfully, and on their assessment of the ability of their students to acquire meaningful knowledge. The teacher’s choice of teaching method is also associated with the assessment of the personal gains or losses, as well as with the opinions of important third persons. Furthermore, the study findings show that there are two distinct categories of kindergarten teachers: those whose teaching is based on the tradition of science education, and those whose teaching is based on the tradition of early childhood education. The teaching implications of the results are also discussed. Full article

(This article belongs to the Special Issue Early Childhood Science Education: Research Trends in Learning and Teaching)

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23 pages, 6346 KiB

Open AccessArticle

Development of Food Competence in Early Childhood Education

by Luisa López-Banet, José Antonio Miguélez Rosique, Marina Martínez-Carmona and Gabriel Enrique Ayuso Fernández

Educ. Sci. 2022, 12(2), 64; https://doi.org/10.3390/educsci12020064 - 19 Jan 2022

Cited by 5 | Viewed by 3058

Abstract

The increase in childhood obesity requires the incorporation of nutritional competence into school programs through appropriate activities, starting in the early years. In addition, it is important to promote scientific and cognitive skills during childhood education. The main objective of this study was [...] Read more.

The increase in childhood obesity requires the incorporation of nutritional competence into school programs through appropriate activities, starting in the early years. In addition, it is important to promote scientific and cognitive skills during childhood education. The main objective of this study was the implementation of an instructional sequence focused on the learning of skills such as observation, measurement, or interpretation of data related to plants, their germination, and their growth, as well as its relation with the development of food competence. To do so, a set of differentiated activities, organized into several stages, was designed, starting from simple and concrete situations and progressively increasing in complexity and abstraction. The aims were to express ideas about known fruits, vegetables, and legumes in order to expand them by learning new information through student-centered activities, in which children were able to practice and talk about science. The activities were carried out in a class of 24 students aged 4–5 years and data were compared with a control group. The results revealed that the children were motivated in all the activities, which provided an excellent opportunity to initially develop an interest in science and to start to develop food competence in the early years. Full article

(This article belongs to the Special Issue Early Childhood Science Education: Research Trends in Learning and Teaching)

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18 pages, 1768 KiB

Open AccessArticle

Developing an Observation Tool to Measure Preschool Children’s Problem-Solving Skills

by Florencia K. Anggoro, Mia Dubosarsky and Sarah Kabourek

Educ. Sci. 2021, 11(12), 779; https://doi.org/10.3390/educsci11120779 - 01 Dec 2021

Cited by 4 | Viewed by 3533

Abstract

In the Next Generation Science Standards (NGSS), problem-solving skills are part of science and engineering practices for K–12 students in the United States. Evaluating these skills for the youngest learners is difficult due to the lack of established measures. This paper reports on [...] Read more.

In the Next Generation Science Standards (NGSS), problem-solving skills are part of science and engineering practices for K–12 students in the United States. Evaluating these skills for the youngest learners is difficult due to the lack of established measures. This paper reports on our process of developing an observation instrument to measure preschool children’s learning and their application of problem-solving skills, namely, the steps of the engineering design process (EDP). The instrument, Engineering Preschool Children Observation Tool (EPCOT), was intended to evaluate the frequencies of problem-solving behaviors and use of EDP-related vocabulary by observing preschoolers engaged with the Seeds of STEM eight-unit curriculum in the classroom. In this paper, we describe the development process and revision of EPCOT, its current constructs, and present descriptive findings from using the tool in a pilot study with sixteen classrooms: eight intervention classrooms who received the entire curriculum, and eight comparison classrooms who received only the eighth unit of the curriculum (to enable comparison). We found that, out of 34 possible behaviors across the problem-solving process, children in all classrooms engaged in 31 unique problem-solving behaviors, suggesting that preschool children are indeed capable of meaningfully engaging in solving problems. We also observed a trend that children who were exposed to more of the curriculum (the intervention group) produced more novel vocabulary words than those in the comparison group, who tended to repeat vocabulary words. Since EPCOT was developed in alignment with state and national standards, we believe it has the potential to be used with other early childhood engineering/problem-solving curricula. Full article

(This article belongs to the Special Issue Early Childhood Science Education: Research Trends in Learning and Teaching)

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31 pages, 7646 KiB

Open AccessArticle

Temperature Measurement—Inquiry-Based Learning Activities for Third Graders

by Žaneta Gerhátová, Peter Perichta, Marián Drienovský and Marián Palcut

Educ. Sci. 2021, 11(9), 506; https://doi.org/10.3390/educsci11090506 - 05 Sep 2021

Cited by 11 | Viewed by 6251

Abstract

The article presents our Inquiry-Based Learning (IBL) activities in the project-based Science education of third graders (8–9-year-old pupils) in the Slovak Republic. Individual tasks of project assignment titled “Temperature Measurement” were conceived for “guided inquiry”. We also supported the IBL of [...] Read more.

The article presents our Inquiry-Based Learning (IBL) activities in the project-based Science education of third graders (8–9-year-old pupils) in the Slovak Republic. Individual tasks of project assignment titled “Temperature Measurement” were conceived for “guided inquiry”. We also supported the IBL of pupils by interactive education strategy–Integrated e-Learning (INTe-L). The strategy was built on the role of interactive simulations and experimenting at the knowledge acquisition. The following INTe-L components were used: (a) on-site and remote experiments, (b) interactive simulations and (c) electronic study materials. The research was based the hypothesis that the project-based teaching of the topic “Temperature Measurement” using the IBL activities is significantly more efficient than traditional (instructivist) way of teaching. To verify the hypothesis, we carried out a pedagogical experiment on a sample of 60 respondents. The third graders were divided into two parallel groups: an experimental group (EG, 30 pupils) and control group (CG, 30 pupils). To get a relevant feedback, pre-test and post-test were developed and applied. The results attained in the EG were statistically processed, evaluated, and subsequently compared with those in the CG. The analysis of the results attained by the EG showed that their knowledge acquisition has been increased by 24% compared to CG. We have created a methodology for making simple scientific project assignments with the implementation of all components of the new integrated e-learning education strategy (real and real remote experiment, e-simulation, e-learning material). On a specific example of the topic “Temperature Measurement” in primary education, we have presented the possibility of using a “guided inquiry” in the implementation of individual experimental tasks. We have introduced a form of teamwork that allows to harmonize the teaching requirements with individual learning approach and helps to prepare pupils for planned work and independent knowledge acquisition and problem solving. The study has shown that complex IBL activities can be successfully applied at primary school 3rd grade level already. Our form of education with the wider use of modern information and communication technologies (ICT) was attractive for the learners and helped them to develop interdisciplinary relationships. The integrated e-learning has helped third grades to develop a deeper conceptual understanding of temperature and allowed them to prepare presentations to demonstrate their conceptual knowledge. The approach allowed pupils to gain key competencies in Science (discussion and presentation of results). It has also increased the pupils’ interest in Science in general and helped them to understand links between different subjects. Full article

(This article belongs to the Special Issue Early Childhood Science Education: Research Trends in Learning and Teaching)

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21 pages, 1303 KiB

Open AccessArticle

Impacts on Head Start Dual Language Learning Children’s Early Science Outcomes

by Brooke Rumper, Elizabeth Frechette, Daryl B. Greenfield and Kathy Hirsh-Pasek

Educ. Sci. 2021, 11(6), 283; https://doi.org/10.3390/educsci11060283 - 07 Jun 2021

Cited by 3 | Viewed by 3387

Abstract

The present study examined the roles that language of assessment, language dominance, and teacher language use during instruction play in Dual Language Learner (DLL) science scores. A total of 255 Head Start DLL children were assessed on equated science assessments in English and [...] Read more.

The present study examined the roles that language of assessment, language dominance, and teacher language use during instruction play in Dual Language Learner (DLL) science scores. A total of 255 Head Start DLL children were assessed on equated science assessments in English and Spanish. First overall differences between the two languages were examined, then associations between performance on science assessments were compared and related to children’s language dominance, teacher quantity of English and Spanish, and teachers’ academic science language. When examined as a homogeneous group, DLLs did not perform differently on English or Spanish science assessments. However, when examined heterogeneously, Spanish-dominant DLLs performed better on Spanish science assessments. The percentage of English and Spanish used by teachers did not affect children’s science scores. Teachers’ use of Spanish academic science language impacted children’s performance on science assessments, but English did not. The results have implications for the assessment of DLLs and teacher language use during instruction. Full article

(This article belongs to the Special Issue Early Childhood Science Education: Research Trends in Learning and Teaching)

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15 pages, 3471 KiB

Open AccessArticle

Deepening Our Knowledge about Sustainability Education in the Early Years: Lessons from a Water Project

by Maria Ampartzaki, Michail Kalogiannakis and Stamatios Papadakis

Educ. Sci. 2021, 11(6), 251; https://doi.org/10.3390/educsci11060251 - 21 May 2021

Cited by 18 | Viewed by 3140

Abstract

The transformative agenda of sustainability education constitutes the focus of early-years education. In quality sustainability educational projects, children are supported to draw links between nature and society and relate to the studied phenomena. Is this methodological approach realized in educational programs for the [...] Read more.

The transformative agenda of sustainability education constitutes the focus of early-years education. In quality sustainability educational projects, children are supported to draw links between nature and society and relate to the studied phenomena. Is this methodological approach realized in educational programs for the early years? The present work presents some of the significant findings of a case study on implementing a water project in early-year settings around Europe. It explores the characteristics and the methodological approaches the project implementation developed. Three types of implementation are derived from the qualitative analysis of data and reveal that there are still cases in which sustainability projects are focused on a descriptive approach rather than critical inquiry and analysis. In this sense, the need for educational designs that help children deepen their understanding of sustainability issues and become empowered citizens who will work for a sustainable future is highlighted. Full article

(This article belongs to the Special Issue Early Childhood Science Education: Research Trends in Learning and Teaching)

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20 pages, 1457 KiB

Open AccessArticle

Interpersonal Meaning: Verbal Text–Image Relations in Multimodal Science Texts for Young Children

by Maria Koutsikou, Vasilia Christidou, Maria Papadopoulou and Fotini Bonoti

Educ. Sci. 2021, 11(5), 245; https://doi.org/10.3390/educsci11050245 - 19 May 2021

Cited by 5 | Viewed by 4664

Abstract

Verbal text and images constitute the principal semiotic modes interacting to produce interpersonal meanings in multimodal science texts for young children. These meanings relate to pedagogical perceptions about children’s learning. This study examined verbal text–image relations regarding the interpersonal meaning dimensions of address [...] Read more.

Verbal text and images constitute the principal semiotic modes interacting to produce interpersonal meanings in multimodal science texts for young children. These meanings relate to pedagogical perceptions about children’s learning. This study examined verbal text–image relations regarding the interpersonal meaning dimensions of address (the way the reader is addressed), social distance (the kind of the relationship between the reader and represented participants), and involvement (the extent to which the reader is engaged with what is represented) in multimodal text excerpts from science-related books for preschool children. The sample consisted of 300 randomly selected units of analysis. For each unit, the verbal and the visual content was analyzed along each dimension, and the relevant verbal text–image relation was determined. Results indicated that regarding address and involvement, relations of convergence appeared significantly more frequently than relations of complementarity and divergence. Concerning social distance, relations of complementarity and divergence were observed more frequently than relations of convergence. Results are discussed in the context of the Systemic Functional Grammar and the Grammar of Visual Design, in the light of the socio-cognitive perspective on science teaching and learning. Implications for the selection, design, and use of multimodal science texts for young children are also discussed. Full article

(This article belongs to the Special Issue Early Childhood Science Education: Research Trends in Learning and Teaching)

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17 pages, 525 KiB

Open AccessArticle

Preschool Children Science Mental Representations: The Sound in Space

by Konstantinos Ravanis, George Kaliampos and Panagiotis Pantidos

Educ. Sci. 2021, 11(5), 242; https://doi.org/10.3390/educsci11050242 - 18 May 2021

Cited by 10 | Viewed by 2396

Abstract

The aim of the current study was to examine the way in which preschool children deal with the concept of sound. For this purpose, a study was carried out in the context of detecting and categorizing the mental representations among young children of [...] Read more.

The aim of the current study was to examine the way in which preschool children deal with the concept of sound. For this purpose, a study was carried out in the context of detecting and categorizing the mental representations among young children of sounds which propagate through space from source to the receiver. Specifically, 91 preschool children aged 5–6 years voluntarily participated in individual semi-structured interviews which were carried out by three researchers in a special area of kindergartens. During these interviews, the children were asked to express their views on the three following axes: the concept of sound itself; the subjective characteristics of sound; and the phenomenon of the production and propagation of sound. The results of the research showed that while a small percentage of children recognized the propagation of sound in space, the vast majority of them associated sound with either the object that produced it or with the object that received it. Full article

(This article belongs to the Special Issue Early Childhood Science Education: Research Trends in Learning and Teaching)

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13 pages, 269 KiB

Open AccessArticle

Psychosocial Obstacles in Young Children Argumentative Interactions

by Josephine Convertini

Educ. Sci. 2021, 11(5), 224; https://doi.org/10.3390/educsci11050224 - 08 May 2021

Cited by 6 | Viewed by 2005

Abstract

Argumentation is an important aspect in the field of education because of its impact on learning processes. At the same time, argumentation is a complex activity in terms of cognitive, relational, emotional and social dynamics. In this paper, I investigate and I describe [...] Read more.

Argumentation is an important aspect in the field of education because of its impact on learning processes. At the same time, argumentation is a complex activity in terms of cognitive, relational, emotional and social dynamics. In this paper, I investigate and I describe possible difficulties encountered by children during the argumentative process. The study involves 25 preschool children at a kindergarten engaged in three building tasks. The tasks were video-recorded and the argumentative discussions transcribed. For the aim of this paper, I analyze how argumentation are distributed among participants. I select interactions in which participants apparently do not argue or there are differences in the degree of argumentative participation between participants of the same group. I analyze these interactions and moments of impasse in the argumentative steps. The findings show how the simplicity of solving the task (e.g., when children do not encounter any problem in completing the activity) and the children’s self-perception of their competences in solving the task may have an impact on argumentation activities. Moreover, this perception is co-constructed by children within the interaction. The study contributes to the line of research on designing argumentation and highlights the role of the adult in managing children’s interactions. Full article

(This article belongs to the Special Issue Early Childhood Science Education: Research Trends in Learning and Teaching)

14 pages, 292 KiB

Open AccessArticle

How Do Five- to Six-Year-Old Children Interpret a Burning Candle?

by Vanessa Sesto and Isabel García-Rodeja

Educ. Sci. 2021, 11(5), 213; https://doi.org/10.3390/educsci11050213 - 01 May 2021

Cited by 9 | Viewed by 1992

Abstract

Many studies have been conducted in recent years on the explanations given by preschool-age children about different natural phenomena. Nonetheless, very few studies have actually focused on the important domain of matter and its transformations. Specifically, the field of chemical reactions remains unexplored. [...] Read more.

Many studies have been conducted in recent years on the explanations given by preschool-age children about different natural phenomena. Nonetheless, very few studies have actually focused on the important domain of matter and its transformations. Specifically, the field of chemical reactions remains unexplored. This qualitative study aims to investigate the explanations of twenty-two 5- to 6-year-old children about combustion, while at the same time evaluating the effect of prior experience with science activities on their interpretations. For this study, the following experiment was proposed: burning a candle inside an inverted vessel. The following data collection tools were used: a Predict-Observe-Explain (POE) strategy and audio and video recordings. The children’s explanations were analysed using classification frameworks, which had been developed in previous studies. The results of this study suggest that young children tend to provide naturalistic explanations about combustion. This finding is an indicator that young children are able to construct mental representations within this conceptual domain. Likewise, the results indicate that children who are used to engaging in inquiry-based activities may be more likely to establish a relationship with previous learning experiences to interpret other natural phenomena. Full article

(This article belongs to the Special Issue Early Childhood Science Education: Research Trends in Learning and Teaching)

13 pages, 540 KiB

Open AccessArticle

Preschool Children’s Reasoning about Sound from an Inferential-Representational Approach

by Leticia Gallegos-Cázares, Fernando Flores-Camacho and Elena Calderón-Canales

Educ. Sci. 2021, 11(4), 180; https://doi.org/10.3390/educsci11040180 - 12 Apr 2021

Cited by 3 | Viewed by 1995

Abstract

The purpose of this article is to present an analysis to identify the reasoning processes and representations that preschool students develop about sound based on the inferential-representational approach. Participants were 18 preschool students between the ages of four and five attending three rural [...] Read more.

The purpose of this article is to present an analysis to identify the reasoning processes and representations that preschool students develop about sound based on the inferential-representational approach. Participants were 18 preschool students between the ages of four and five attending three rural schools located in the Sierra Norte of Puebla, Mexico. Data were obtained through a 14 question semi-structured interview. From children’s answers to the formulated questions, an inferential analysis method was applied to identify intentionality, representation elements, sign-material expressions, representations, inferences, and coordination rules in students’ constructions. The results show that children build a basic set of epistemic tools to give meaning to their interpretations and can use them as surrogate reasoning to make inferences. This research constitutes the first approximation toward the understanding of preschool children’s reasoning forms with an inferential-representational approach and constitutes a new approach that puts forward new referents to analyze students of different ages. We consider that the described results and analysis have implications on science education at this educational level. Full article

(This article belongs to the Special Issue Early Childhood Science Education: Research Trends in Learning and Teaching)

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19 pages, 10305 KiB

Open AccessArticle

Children’s Astronomy. Development of the Shape of the Earth Concept in Polish Children between 5 and 10 Years of Age

by Jan Amos Jelinek

Educ. Sci. 2021, 11(2), 75; https://doi.org/10.3390/educsci11020075 - 14 Feb 2021

Cited by 5 | Viewed by 2589

Abstract

The Earth’s shape concept develops as consecutive cognitive problems (e.g., the location of people and trees on the spherical Earth) are gradually resolved. Establishing the order of problem solving may be important for the organisation of teaching situations. This study attempted to determine [...] Read more.

The Earth’s shape concept develops as consecutive cognitive problems (e.g., the location of people and trees on the spherical Earth) are gradually resolved. Establishing the order of problem solving may be important for the organisation of teaching situations. This study attempted to determine the sequence of problems to be resolved based on tasks included in the EARTH2 test. The study covered a group of 444 children between 5 and 10 years of age. It captured the order in which children solve cognitive problems on the way to constructing a science-like concept. The test results were compared with previous studies. The importance of cultural influences connected to significant differences (24%) in test results was emphasised. Attention was drawn to the problem of the consistency of the mental model approach highlighted in the literature. The analysis of the individual sets of answers provided a high level of consistency of indications referring to the same model (36%), emphasising the importance of the concept of mental models. Full article

(This article belongs to the Special Issue Early Childhood Science Education: Research Trends in Learning and Teaching)

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Review

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11 pages, 386 KiB

Open AccessReview

Starting at Home: What Does the Literature Indicate about Parental Involvement in Early Childhood STEM Education?

by Loreto Salvatierra and Valeria M. Cabello

Educ. Sci. 2022, 12(3), 218; https://doi.org/10.3390/educsci12030218 - 17 Mar 2022

Cited by 16 | Viewed by 5809

Abstract

Developing STEM (Science, Technology, Engineering, Mathematics) competencies is a global priority. In response to this educational need, initiatives have been implemented mainly at the school level. However, in preschool education, the STEAM programs are more recent. Research advances orient preschool teachers to reach [...] Read more.

Developing STEM (Science, Technology, Engineering, Mathematics) competencies is a global priority. In response to this educational need, initiatives have been implemented mainly at the school level. However, in preschool education, the STEAM programs are more recent. Research advances orient preschool teachers to reach these competencies in school-based programs, although parental involvement has been systematically forgotten as a critical factor. This article describes the current issues on research about parental participation in STEM education in early childhood to identify advances and gaps. We selected documents published between 1995 and 2021 in the leading educational databases, identifying 11 documents explicitly related to parental involvement in STEM education in preschoolers. The results show that STEM activities can promote parental engagement, improve the value parent attribute to STEM, and positively affect STEM learning in preschoolers. Moreover, parents shape children’s interests and self-efficacy about STEM and content application that can favor their children’s approach to STEM. This article discusses the scarcity of research published on the connection between STEM and parental influence, despite the fundamental role of parents in early STEM education. We present practical criteria to guide the development of early STEM education in the family context and questions to guide the planning of research and intervention programs. Full article

(This article belongs to the Special Issue Early Childhood Science Education: Research Trends in Learning and Teaching)

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11 pages, 376 KiB

Open AccessReview

Perezhivanie and Its Application within Early Childhood Science Education Research

by Nikolaos Christodoulakis, Clara Vidal Carulla and Karina Adbo

Educ. Sci. 2021, 11(12), 813; https://doi.org/10.3390/educsci11120813 - 15 Dec 2021

Cited by 2 | Viewed by 2325

Abstract

Perezhivanie is a concept that was originally defined by Vygotsky, but it did not become a part of educational theory until recently. Today the concept has been revived, and it is now used as a way to include emotional aspects into education and [...] Read more.

Perezhivanie is a concept that was originally defined by Vygotsky, but it did not become a part of educational theory until recently. Today the concept has been revived, and it is now used as a way to include emotional aspects into education and educational research. The concept also provides a rationale for describing and forming personalised learning. The present study provides a literature review with the aim of covering the variety in definitions of the concept, as well as the different perspectives that the concept lends to research in general, and to research with focus on early years education in particular. Results show that the concept has been applied within the most common theoretical perspectives in use today (such as social, cultural and subjective perspectives) with an interesting array of outcomes, such as design of educational methods, analysis of different modes of experiencing and development of self-awareness. The use of this concept becomes a shift toward more emotional perspectives of learning and development that may not be altogether positive, as perezhivanie holds the risk of blurring the border between psychotherapy and education, which is something that would provide new challenges for education in general and especially for teacher education. Full article

(This article belongs to the Special Issue Early Childhood Science Education: Research Trends in Learning and Teaching)

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24 pages, 529 KiB

Open AccessReview

Early Childhood Science Education from 0 to 6: A Literature Review

by Gillian O’Connor, Glykeria Fragkiadaki, Marilyn Fleer and Prabhat Rai

Educ. Sci. 2021, 11(4), 178; https://doi.org/10.3390/educsci11040178 - 08 Apr 2021

Cited by 12 | Viewed by 6612

Abstract

Over the past three decades, our understanding of science learning in early childhood has improved exponentially and today we have a strong empirically based understanding of science experiences for children aged three to six years. However, our understanding of science learning as it [...] Read more.

Over the past three decades, our understanding of science learning in early childhood has improved exponentially and today we have a strong empirically based understanding of science experiences for children aged three to six years. However, our understanding of science learning as it occurs for children from birth to three years, is limited. We do not know enough about how scientific thinking develops across the first years of life. Identifying what we do know about science experiences for our youngest learners within the birth to three period specifically, is critical. This paper reviews the literature, and for the first time includes children in the birth to three period. The results are contextualised through a broader review of early childhood science education for children aged from birth to six years. Findings illustrated that the empirical research on science concept formation in the early years, has focused primarily, on children aged three to six years. The tendency of research to examine the process of concept formation in the birth to three period is also highlighted. A lack of empirical understanding of science concept formation in children from birth to three is evident. The eminent need for research in science in infancy–toddlerhood is highlighted. Full article

(This article belongs to the Special Issue Early Childhood Science Education: Research Trends in Learning and Teaching)

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