The relations between ideal and real forms of small science: conscious collaboration among parents and infants–toddlers (Cultural Studies of Science Education)

Sikder, Shukla; Fleer, Marilyn

doi:10.1007/s11422-018-9869-x

Cited by 18 publications

(8 citation statements)

References 42 publications

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“…But understanding children's interests and motives by engaging in sustained shared conversation is one of the primary focus for educators in EYLF in Australia (DEEWR 2009). Most of the researchers from cultural-historical theoretical research showed the importance of using video technology for capturing young children's emotions, interaction and engagement in everyday activities in different settings (Chen and Fleer 2015;Hao 2016;Li 2014;Quiñones and Fleer 2011;Sikder and Fleer 2015;White 2011). However, except for Quiñones (2014), none of the authors talked about the researcher's role and positioning inside the children's play while filming the play moments.…”

Section: Discussionmentioning

confidence: 99%

“…The researchers were able to capture the motive orientation of teacher and children in the particular transitional moment by using video camera in a preschool setting. Another group of researchers have found that a video camera helped them to understand young children's emotional language and cognitive development in their home environment (Chen 2015;Hao and Fleer 2016;Li 2014;Sikder and Fleer 2015). Visual methodology has been used as an observational tool to explore the interaction process and many different forms of expressing non-verbal emotions and meanings of infant-toddlers (Quiñones and Fleer 2011; White 2011).…”

Section: Introductionmentioning

confidence: 99%

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Using Digital Video Technology Supports the Researcher to Be a Play Participant in Children’s Play

Devi¹,

Makris²,

James³

2020

Video J. Educ. Pedagog.

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Using digital video technology for collecting research data is becoming a popular qualitative method in social science research. This article explores how digital video technology could be an analytical tool for a researchers and how this tool supports the researcher to actively engage in children’s play. The study uses a cultural-historical methodological approach and Hedegaard’s “dialectical-interactive research approach” (2008b, p. 43) to analyse the data. Three different examples of a focus child, Apa, and the researcher’s participation in different play vignettes will be presented. It has been found that a researcher needs to be really skillful when taking the “doubleness approach” (Hedegaard 2008d, p. 203) of simultaneously taking part in the children’s play and video recording the moments of play. The findings also show that positioning the camera in a way where it can capture the play moments and participants’ expressions, enabled the researcher to be an active play participant in the play and to understand the play theme from the children’s perspectives without taking the authority away from the children. The authors argue that using digital video technology could be a useful analytical tool for the researcher to understand the participants’ perspectives and the research context itself.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Using Digital Video Technology Supports the Researcher to Be a Play Participant in Children’s Play

Devi¹,

Makris²,

James³

2020

Video J. Educ. Pedagog.

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“…The significant role of an adult in mediating science learning experiences in infancy specifically, has been highlighted both in the context of the family home [66][67][68] and the educational setting [72]. As a key asset of a rich science learning environment in infancy [72], the significant role of an adult in mediating science learning experience in infancy specifically, illustrates a crucial difference in the science learning of infants in comparison to older pre-school age children.…”

Section: The Teaching Of Science Concepts (Pedagogical Practices): Bi...mentioning

confidence: 99%

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

et al. 2021

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Over the past three decades, our understanding of science learning in early childhood has improved exponentially and today we have a strong empirically based understanding of science experiences for children aged three to six years. However, our understanding of science learning as it occurs for children from birth to three years, is limited. We do not know enough about how scientific thinking develops across the first years of life. Identifying what we do know about science experiences for our youngest learners within the birth to three period specifically, is critical. This paper reviews the literature, and for the first time includes children in the birth to three period. The results are contextualised through a broader review of early childhood science education for children aged from birth to six years. Findings illustrated that the empirical research on science concept formation in the early years, has focused primarily, on children aged three to six years. The tendency of research to examine the process of concept formation in the birth to three period is also highlighted. A lack of empirical understanding of science concept formation in children from birth to three is evident. The eminent need for research in science in infancy–toddlerhood is highlighted.

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“…but that they require appropriate experience to contextualise that scientific knowledge (Nayfeld, Brenneman, and Gelman 2011;Samarapungavan, Patrick, and Mantzicopoulos 2011;Sikder and Fleer 2018). For example, young children enjoy reading science books as much as other types of books (Mohr 2006;Price, Bradley, and Smith 2012) and enjoy learning about science in preschool once they are familiar with the items and activities that are available to them (Nayfeld, Brenneman, and Gelman 2011).…”

mentioning

confidence: 99%

“…a model of the final form of the scientific concept which the child will eventually learn) is present in the social context (see Sikder and Fleer 2018, 869-872 for an in-depth discussion of Vygotsky's writing on the development of scientific concepts in childhood). In a Vygotskian framework of early science learning, the role of early childhood educators and caregivers is therefore critical in supporting the development of scientific concepts through purposeful interactions and playful instruction (Sikder and Fleer 2018).…”

mentioning

confidence: 99%

‘We practise every day’: parents’ attitudes towards early science learning and education among a sample of urban families in Ireland

Gilligan

Lovett

McLoughlin

et al. 2020

European Early Childhood Education Research Journal

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The relations between ideal and real forms of small science: conscious collaboration among parents and infants–toddlers (Cultural Studies of Science Education)

Cited by 18 publications

References 42 publications

Using Digital Video Technology Supports the Researcher to Be a Play Participant in Children’s Play

Using Digital Video Technology Supports the Researcher to Be a Play Participant in Children’s Play

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

‘We practise every day’: parents’ attitudes towards early science learning and education among a sample of urban families in Ireland

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