Talking everyday science to very young children: a study involving parents and practitioners within an early childhood centre

Abstract

The acquisition of everyday scientific concepts by 3-6 year old children attending early childhood institutions has been widely studied. In contrast, research on science learning processes among younger children is less extensive. This paper reports on findings from an exploratory empirical study undertaken in a 'stay and play' service used by parents with children aged 0-3 and located within an East London early childhood centre. The research team collaborated with practitioners to deliver a programme of activities aimed at encouraging parents' confidence in their own ability to support emergent scientific thinking among their young children. The programme generated children's engagement and interest. Parents and practitioners reported increased confidence in their ability to promote young children's natural curiosity at home and in early childhood provision. The authors see no reason for positing qualitative differences between the way children acquire scientific and other concepts in their earliest years. Keywords Emergent scientific thinking; everyday scientific concepts; children aged under three; parental confidence; early childhood practitioner confidence onwards Goswami (2015, p. 6-8) referred to patterns of perception forming part of this process that can be defined as 'naive physics,' 'naive biology' and 'naive psychology.' She considered the evidence strong that: Dynamic interrelations between objects perceived in the everyday world give the impression of causality. This perceptual analysis of the dynamic spatial and temporal behaviour of objects and agents appears to be one basis of knowledge construction by the infant and child. (Goswami, 2015, p. 5) The practice, attitudes and perspectives of teachers and other early childhood practitioners form the main focus of some of the international empirical and survey research undertaken in early

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

“…The study found that parental interaction enhanced the children's learning at least as much, if not more than practitioner interventions. Based on this finding Lloyd et al [27] highlight the significance of "familiar" adults in mediating young children's enjoyment and encouraging natural curiosity.…”

“…The literature review identified 1 study [27] in which science concept formation was examined in relation to pedagogical practices, in children aged birth to three years. This study is now discussed.…”

“…Research conducted by Lloyd et al [27] represents the only study to empirically examine the teaching of science concepts (pedagogical practices) in relation to science concept formation of children in the birth to three period specifically. Seeking to bridge science learning across institutional practices of home and day care, Lloyd et al [27] conducted an exploratory study of a "stay and play" service. A programme of activities aimed at encouraging parents' confidence in their own ability was delivered to support emergent scientific thinking.…”

Teaching science through stories: mounting scientific enquiry

“…She investigates these by touching, tasting and smelling -she now tries to make artificial puddle in her garden with soil and water, in the kitchen with flour, custard powder and milk, in school with Playdough and 'slime', she is continually testing different materials that, more or less, looks like a puddle but taste, smell and feel different. These young children are self-curious, exhibiting the development of enquiry skills, anxious to learn about the environment, trying to mimic their elders and exhibit a capacity to build their learning further through adults support (such as parents, siblings, peers, teachers), media, nature, society and culture (Lloyd et al, 2017).…”

“…She investigates these by touching, tasting and smelling -she now tries to make artificial puddle in her garden with soil and water, in the kitchen with flour, custard powder and milk, in school with Playdough and 'slime', she is continually testing different materials that, more or less, looks like a puddle but taste, smell and feel different. These young children are self-curious, exhibiting the development of enquiry skills, anxious to learn about the environment, trying to mimic their elders and exhibit a capacity to build their learning further through adults support (such as parents, siblings, peers, teachers), media, nature, society and culture (Lloyd et al, 2017).The question is how we can strengthen this scientific enquiry among children from early year's foundation stage (EYFS) with an aspiration to develop further over time? So that, Aslan, Milly and Sarah and many other children like them, not necessarily will become practising scientists in the future, but it is hoped that these children will adapt a scientific attitude.…”