Anthropomorphically speaking: on communication between teachers and children in early childhood biology education

Thulin, Susanne; Pramling, Niklas

doi:10.1080/09669760902982331

Cited by 46 publications

(46 citation statements)

References 41 publications

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“…This is problematic while a wrong science understanding (for example instead of a biological explanation about growth of plants, photosynthesis, children think plants absorb nutrition from the earth), remains during school-life (Driver et al1985). Based on Ejby-Ernst (2012), Thulin (2011) and Thulin and Pramling (2009) Danish and Swedish nature science education in preschool contributes to a limited and also wrong science thinking. Children's science understanding is characterized by an anthropocentric thinking, they think the world is created by humans and human beings are center of the world.…”

Section: The Appearance Of Science Education In Preschoolsmentioning

confidence: 99%

“…That is when the child'smotive corresponds with the purpose of the activity (Leontjev, 1978). Taking cildren's existing knowledge as starting point is a robust principle (Ausubel and Robinson, 1971), however while children's own construction of explanation often are inadequate, for instance characterized by an 'anthropomorphical understanding (Thulin and Pramling, 2009) at the same time the preschool teacher has to challenge, discuss and put the child's thoughts in perspective. Opposite as earlier mentioned such an understanding can be stabilized and last over years (Driver, 1981;Driver, Guesne, and Tiberghien, 1985).…”

Section: Child's Perspective Wonder Inquisitiveness and Experiencesmentioning

confidence: 99%

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Science in Early Childhood Education

Broström¹

2015

JEHD

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Based on an action research project with 12 preschools in a municipality north of Copenhagen the article investigates and takes a first step in order to create a preschool science Didaktik. The theoretical background is double-sided. The pedagogical / didactical approach consists of a German critical constructive Bildung Didaktik, and the learning approach is based on a vygotskian cultural-historical activity theory. As a tool for educational thinking and planning a so-called science oriented dynamic contextual didactical model was elaborated. The article contributes with formulation of five educational principles which might be seen as fundament for a preschool science Didaktik. In the end several problem are discussed, among other the main problem: How can preschool teachers balance children's wonder, their own construction of knowledge (which often result in a anthropocentric thinking) with a teaching approach giving children a scientific understanding of science phenomenon.

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Section: The Appearance Of Science Education In Preschoolsmentioning

confidence: 99%

Section: Child's Perspective Wonder Inquisitiveness and Experiencesmentioning

confidence: 99%

Science in Early Childhood Education

Broström¹

2015

JEHD

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“…Previous LS projects (e.g., Ljung-Djärf et al, 2014) as well as other projects (e.g., Thulin, 2011;Thulin & Pramling, 2009) have questioned the combination of play and anthropomorphic speech and learning, suggesting that play or a playful approach can even obscure the object of learning. In contrast, the presented LS displayed a good ability to combine a playful framing with a variation theory perspective in order to stimulate children's understanding of why shadows occur.…”

Section: Concluding Discussionmentioning

confidence: 99%

“…In contrast, other research into playful science learning has demonstrated that the use of play and imagination can limit or even obscure the intended science content. Thulin and Pramling (2009), for example, have found that figurative language that humanizes animals and inanimate objects is a common strategy for connecting children's experiences and terms, on one hand, with children's developing understanding, on the other. Such anthropomorphic speech is also used to give the science content a playful inviting frame.…”

Section: Young Children Learning About Sciencementioning

confidence: 99%

Playful Learning about Light and Shadow: A Learning Study Project in Early Childhood Education

Lindstrand¹,

Hansson²,

Olsson³

et al. 2016

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The purpose of the project was to explore how a learning study (LS) based on variation theory could support the development of playful physics learning in early childhood education. The study explored what patterns of variation used during a three-cycle LS challenged and developed children's ways of discerning why a shadow occurred. The empirical material comprised a screening (n = 7), three video-documented interventions, and 78 individual pre-and post-test interviews (n = 39) at 4 -5 years old. Three somewhat different patterns of variation were implemented within a playful frame in the three groups. The results indicate low and non/significant improvements in cycle A, somewhat higher and significant improvements in cycle B, and substantially higher and significant improvements in cycle C. The study indicates a promising ability to combine a playful approach with the variation theory perspective to stimulate children's understanding of a quite advanced scientific phenomenon. The careful process of identifying potential critical aspects, the awareness of the relationship between the whole and its parts, and the concretization of simultaneity are discussed as key aspects of these findings.

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“…Ett exempel på detta utgörs av en studie som rör kommunikation om naturvetenskapliga fenomen. Resultaten visade att en hög andel antropomorfistiskt (att tala om djur i mänskliga termer) tal förekom och att det främst var lärarna som använde detta språkbruk (Thulin & Pramling, 2009). Resultaten visar också att vid ett ensidigt användande -om än i vällovligt syfte -av antropomorfistiskt tal riskerar kommunikationen att stanna på en vardaglig nivå och tenderar att skymma det naturvetenskapliga innehållet.…”

Section: Förskolan Som En Miljö För Lärande Av Ett Innehållunclassified

Lärares uppfattningar av undervisning och naturvetenskap som innehåll i förskolans verksamhet

Gustavsson

Thulin

2017

NorDiNa

Self Cite

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The aim of the research project is to develop knowledge about teachers' different ways of seeing teaching and science as content in early childhood education before and after an in-service training period. The variation theory is used for analysis and can be described in terms of learning object, critical aspects, discernment, simultaneity and differences. 30 preschool teachers from nine different municipalities participated in the project. The empirical material consists of a questionnaire that the preschool teachers answered in the beginning and in the end of the training period and of group reports. The results can be discussed as a number of critical aspects in relation to teachers' learning as: ways of understand the concept of variation, to discern the object of learning and to discern a shared space of learning. BakgrundDenna forskningsstudie utgår från en kompetensutvecklingsinsats med målet att stärka de ingående arbetslagens kunskap om vad naturvetenskap i förskolan kan vara och samtidigt utveckla kompetens kring undervisningsbegreppets innebörd. Kompetensutvecklingsinsatsen skulle bidra till att de ingående arbetslagen genom ett reflekterande samarbete skulle utveckla ett professionellt yrkesspråk kring uppdrag och undervisning och samtidigt att utveckla den egna praktiken. Enligt Söderström (2004) anger lärare ofta tidsbrist som det vanligaste problemet i arbetet. Även i förskolans praktik talas det om tidsbrist som en faktor för att inte hinna reflektera över och utveckla verksamheten (Skolinspektionen , 2012). Detta kan enligt Söderström (2004) innebära att lärare tar sin utgångspunkt i ett erfarenhetslärande vilket hon menar lätt kan bli konserverande. "För att lära av erfarenheter krävs nya impulser som hjälper till att se ett problem ur olika perspektiv" (s. 95). För att den egna erfarenheten ska ges möjlighet att kopplas till mera generella förklaringsmodeller förutsätts det att man som Susanne Thulin är förskollärare och universitetslektor i pedagogik och programområdesansvarig för förskollärarut-bildningen vid Högskolan Kristianstad. Hennes forskning riktar sig mot förskolans arbete med naturvetenskap som innehåll i förskolans verksamhet.Laila Gustavsson är förskollärare och universitetslektor i pedagogiskt arbete och undervisar på lärarutbildningen vid Högskolan Kristianstad. Hennes forskning behandlar främst förskolans arbete med naturvetenskap som innehåll i förskolans verksamhet.

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Anthropomorphically speaking: on communication between teachers and children in early childhood biology education

Abstract: Title:Teacher talk and children's queries: Communication about natural science in early childhood education Language: Swedish with a summary in English

Cited by 46 publications

References 41 publications

Science in Early Childhood Education

Science in Early Childhood Education

Playful Learning about Light and Shadow: A Learning Study Project in Early Childhood Education

Lärares uppfattningar av undervisning och naturvetenskap som innehåll i förskolans verksamhet

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