In the light of the European Union's interest in creativity and innovation, this paper, drawing on data from the EU project Creative Little Scientists (2011)(2012)(2013)(2014), explores the teaching and learning of science and creativity in Early Years education. The project's conceptual framework, developed from detailed analysis of relevant literatures, highlighted the potential existence of a number of pedagogical synergies between inquiry-based science and creativity-based approaches in Early Years education. The science and creativity literature reviews were thus re-examined to identify synergistic features of teaching and learning in the Early Years. These were seen to include: play and exploration, motivation and affect, dialogue and collaboration, problem-solving and agency, questioning and curiosity, reflection and reasoning, and teacher scaffolding and involvement. Field work undertaken over a 4-month-period in 48 sites across the 9 partner countries provided the opportunity to examine the existence of these synergies in Early Years settings and primary classrooms with learners aged 3-8 years. Qualitative in nature, the fieldwork was framed by a case study strategy encompassing multiple methods of data collection: sequential digital images capturing interactions; observations supplemented by audio recording; timelines; and interviews with teachers and groups of children. The data set comprised 71 cases in early science (and mathematics), with 3 episodes of activity per case encapsulating creativity in these domains, resulting in 218 episodes for analysis. A deductive-inductive analytical approach was undertaken in two phases with cross-case analysis both within and between countries. The paper exemplifies the pedagogical synergies innovatively identified in the conceptual framework and documented in the fieldwork, and highlights the potential for creativity in exploratory science contexts. Additionally, it highlights differences between practice observed in preschool and primary settings and advances a new conceptual definition of creativity within Early Years science education.
How young children understand electric circuits 1Running head: How young children understand electric circuits RESEARCH REPORT How young children understand electric circuits: prediction, explanation and explorationHow young children understand electric circuits 2 Abstract This paper reports findings from a study of young children's views about electric circuits. Twenty-eight children aged 5 and 6 were interviewed. They were shown examples of circuits and asked to predict whether they would work and explain why. They were then invited to try out some of the circuit examples or make circuits of their own choosing.Children expressed a variety of views about the connections needed in a circuit, offered different kinds of explanation and showed differing levels of competence in circuit making. The range of responses showed similarities to those of older students found in previous research. The relationship between practical competence, prediction and explanation was not straightforward. For example children with similar levels of practical competence made different predictions or offered different kinds of explanation. Analysis of the circuits children chose to construct suggested influences of existing competence and knowledge. In particular some children tested out circuit examples about which they had been unsure during the interview while others explored circuit connections more generally.Findings underline the importance of drawing on a variety of evidence in assessing young children's understandings of electric circuits. They indicate that young children may offer views about electric circuits not unlike those of older children and adults with similar experience. Finally there was some suggestion that the interview procedure may have acted as an instructive stimulus in helping children to become more conscious of their own views and reflect on their thinking in the light of further evidence. How young children understand electric circuits 3 HOW YOUNG CHILDREN UNDERSTAND ELECTRIC CIRCUITS: PREDICTION, EXPLANATION AND EXPLORATION Introduction BackgroundThis paper presents findings from a study of five and six year old children's views about electric circuits. The study formed part of a wider investigation into young children's responses to classroom activities in electricity (Glauert, 2005), which sought to explore both the nature of children's explorations and evidence of their thinking in relation to simple electric circuits. The present study set out to investigate young children's views of the connections needed in a circuit (how to make circuits) and to probe their explanations for their views (why circuits need to be connected in particular ways). It sought to explore relationships between children's views of connections needed in a circuit, their explanations and the kinds of practical explorations they undertook with simple circuit components. timely to evaluate what young children might be gaining from the common science activities to which they are now being exposed. In particular given the emphasis on...
Creative Little Scientists was a 30-month (2011-2014) EU/FP7-funded research project focusing on the synergies between early years science and mathematics education and the development of children's creativity, in response to increasing interest in these areas in European educational policy. Using a variety of methods, including desk research, a teacher survey and classroom-based fieldwork, the research provided insights into whether and how children's creativity is fostered and appropriate learning outcomes, including children's interest, emerge. Based on these and ongoing collaboration and dialogue with participants and other stakeholders the project proposed recommendations for policy and teacher education. This paper presents these recommendations and the research on which they were based. Throughout the study, mixed methods were employed, combining quantitative approaches used in surveys of policy and teachers' views based on a list of factors, alongside qualitative approaches employed in case studies of classroom practice. A strong conceptual framework developed at the start of the project guided data collection and analysis, as well as the presentation of findings and the development of policy recommendations, thus ensuring the latter's strong and consistent relationship with the relevant theoretical knowledge, the comparative research, analysis of classroom practices and the production of guidelines for teacher education.
In the context of growing awareness of young children's capabilities, and debates about the nature of their reasoning in science, this study set out to explore the ways in which reception children make sense of classroom experiences in science. A particular challenge of the study was to develop appropriate and productive approaches to investigating young children's developing thinking. The first phase of research, reported in this paper, concentrated on the topic of electricity. A series of case studies was undertaken to examine children's learning in a classroom context. Classroom sessions were video recorded and transcribed to examine the development of children's practical competence in circuit making, and interviews were carried out to elicit children's views about electric circuits. Analysis of the classroom sessions revealed children's growing competence in circuit making through their self-directed efforts. The interviews prompted predictions and explanations that were not offered spontaneously. Responses indicated a range of models of the circuit and forms of explanation for what was happening in the circuit. The relationship between children's practical competence, predictions and explanations was not straightforward. Analysis revealed 1 marked differences in models of the circuit and forms of explanation in children with the same levels of practical competence. This has important implications for the ways in which children's views are assessed.
Creative little scientists: exploring pedagogical synergies between inquiry-based and creative approaches in Early Years science. Education 3-13, 43(4) pp. 404-419. For guidance on citations see FAQs.
Research has demonstrated that gesture produced during conversation can provide insights into scientific thinking and can aid scientific communication in adults and school-aged children. However, to date, there has been a limited exploration into the role of gesture in supporting young children’s science communication, and how this is underpinned and shaped by their sensorimotor experiences. This study examines, identifies and conceptualises ways in which children spontaneously used gesture during their interaction-orientated discourse and how this mapped to their action experiences at a water table. Findings show how gestural communication in children under 5 years of age can convey different levels of complexity related to science thinking.
Creative little scientists: exploring pedagogical synergies between inquiry-based and creative approaches in Early Years science. Education 3-13, 43(4) pp. 404-419. For guidance on citations see FAQs.
Creative Little Scientists was a 30-month (2011-2014) EU/FP7-funded research project focusing on the synergies between early years science and mathematics education and the development of children's creativity, in response to increasing interest in these areas in European educational policy. Using a variety of methods, including desk research, a teacher survey and classroom-based fieldwork, the research provided insights into whether and how children's creativity is fostered and appropriate learning outcomes, including children's interest, emerge. Based on these the project proposed changes in policy and teacher education encompassing curriculum, pedagogy and assessment. This paper focuses on results from the first research phase, where existing policies and reported practices in early years science and mathematics education in the sample countries were mapped and compared, by means of a) desk research examining national policies, curricula and assessments; and b) a survey aiming to gain insights into teachers' conceptualizations of their own practice. Findings across the varied contexts in partner countries, indicate potential for inquiry and creativity, but also suggest a number of areas for policy development and attention in early years teacher education,
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