Science in Early Childhood Education

Abstract

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.

Local Content Curriculum Model for Early Childhood Scientific Learning

“…The teacher is expected to be able to develop the competence of aged children in the field of sciences. (Broström, 2015) states that the first step towards creating a didactic preschool science based on an action research project. A science-oriented dynamic contextual didactic model can be used as a tool for educational thinking and planning.…”

Strategi Guru dan Keterlibatan Orangtua dalam Pemahaman Konsep Sains Anak Selama Covid-19

“…Sains merupakan pengetahuan tentang fenomena-fenomena tertentu yang di dapat melalui proses pengumpulan dan evaluasi informasi, serta sebagai bentuk adaptasi manusia pada lingkungannya (Khaeriyah et al, 2018). Sementara sains dalam prasekolah didefinisikan sebagai semua kegiatan pengamatan langsung yang dilakukan oleh anak-anak dalam interaksi sosial yang kemudian berkontribusi pada minat dan pemahaman anak yang muncul secara perlahan tentang alam (Broström, 2015). Bidang penting dari kompetensi sains di prasekolah adalah memahami konsep-konsep dasar sains yang disebut sebagai pengetahuan konten sains.…”

Attitude toward informal science in the early years and development of Leisure Time in Science (LeTiS), a pictographic scale

“…Several aspects of this review deserve emphasis. First, despite the child‐science connection described, and the fact that official national curricula in preschool are increasingly committed to addressing science (Broström, 2015; Greenfield et al, 2009), the lack of formal exposure to this discipline makes it difficult for children to comprehensively understand the term “science.” In this respect, the research conducted by Mantzicopoulos, Samarapungavan, and Patrick (2009) with 193 kindergarteners provides evidence that children could only begin to conceptualize science as an independent academic domain after participation in a specific program of integrated science inquiry and literacy activities. Additionally, even when a formal science education is established at this early stage, little instructional time is dedicated to it (Kinzie et al, 2014; Saçkes, Trundle, Bell, & O'Connell, 2011; Tu, 2006).…”