Drawing on sociocultural theorizing, this case study investigates and unpacks the qualities of scientific play during children's inquirybased science activities framed by imagination and play (i.e. Poetry Science). The data were gathered in Finnish preschool groups with children aged five to six years old (N: 31) over a fiveweek period. The data consist of video recordings, observational field notes, and artifacts, subjected to multimodal analysis. The results show that scientific play that manifested throughout young children's inquiry process has the following four characteristics: (i) creating and maintaining an imaginary science situation, (ii) assigning new meanings to science objects and processes, (iii) combining imaginary situations and problem solving, and (iv) engaging in science talk in an imaginary situation. The study shows how imagination and play are important elements of children's science inquiry, with implications for early science education.
This chapter discusses children's imaginative play and literacy practices as mediated by mobile digital technologies and media. In this chapter, drawing on sociocultural theory and the notion of dynamic literacies, we consider how digital technologies including mobile technologies interact and potentially expand children's imaginative play, leading to dynamic literacy practices and learning opportunities. Based on this understanding, we will propose some pedagogical principles that can be applied to play-based early childhood education in support of young children's creative thinking, storytelling and dynamic literacy practices, both indoors and outdoors.
Thirty-one patients who had been treated for acromegaly for 1\p=n-\21 years with conventional pituitary irradiation were re-examined. Immunoreactive growth hormone (GH) was measured in connection with an oral glucose load. Adrenal and gonadal functions were assessed on the basis of plasma cortisol and the urinary excretion of 17-ketogenic steroids, 17-ketosteroids and gonadotrophins. In evaluating the thyroid-pituitary axis the thyrotrophin-relcasing hormone stimulation test (TRH) was used. Initially 30 patients had experienced definite benefit from the treatment but at the time of re-examination 10 still had clinically active disease and required another type of treatment. Normal GH levels (<5 ng/ml/1) were seen in only 12 patients. Skin thickness was normal in 15 out of 30. Thus the remission rate can be evaluated as being 67 % as regards clinical activity, 50 % with regard to skin thickness and 39 % in terms of GH levels.Hypogonadism occurred in 12 patients (39 %) and adrenal and thyroid failure in 5 patients each (16%). The response to TRH was within the normal range in 2 of the hypothyroid patients. In 22 euthyroid patients the mean increment in serum TSH in response to 200 \g=m\g of synthetic TRH was only 5.8 mU/1 which was significantly below the normal mean 12.5 mU/1. Furthermore, in 7 of these patients (32 %) the response was absent or subnormal (<3.0 mU/1). This indicated that the pituitary is Effect on growth hormone and TSH secretion © O © Ö © Ö ci o: q t-. © oo «5 «î >o «) o Cî © <-< © ci i-i CM CO^to q ci o >o io o o © to tô © co © r-, © »O © © ^© I>! CM © r~-OO Ci © i-« CM 272 ^c o CO c© CO t-H CM © q co >o •^© ci r-co n to co to CO CO CM ci q q n © co -^ö r^© CO t-j CM oq CM CO CO OO CÍ CO © cq cm r--co ci CO CO tO OÍ Tjí © © to t-i oq oi w^tri co
Small child has a natural ability to ask, wonder, and explore. In the spring 2013, Finland's Science Education Centre LUMA, operating within University of Helsinki, targeted its traditional Jippo science clubs for the first time for children as young as 3 to 6 years of age. This article discusses the model for the club and experiences from its implementation in the first stage of a design research project. The aims of the developed Pikku-Jipot (Little Jippos) science club model are to train the inquiry, thinking, and discussion skills of small children, and support the comprehensive social and emotional learning (SEL) through the joy of learning and achievement. The science club with six sessions was implemented during the spring 2013 for 3 to 4 and 5 to 6-year-old children. In total, 25 children and their guardians participated in the club activities. The developed model combined science, technology, art, and emotions through stories, inquiry, role-playing, and music. According to the guardians, the goals of the first science club were reached very well. According to the feedback from the children, especially the characters played by the club guides proved to be a rousing model.
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