Understanding preschool emergent science in a cultural historical context through Activity Theory

Abstract

The aim of this study is to explore how cultural factors interact with preschool teachers' shaping of activities with science content, and also how Activity Theory (AT) as a theoretical framework can be useful for examining interrelations within preschool systems. Qualitative data was collected from three preschools in the form of guided group discussions with preschool teachers, observations and video recordings of activities, and stimulated recall discussions based on the recorded practices. The preschools displayed diverse approaches for experiencing and learning science, some with great creativity. In all preschools learning was integrated with care, upbringing and play. To support children's interest and confidence was central. How science activities were shaped mainly depended on how children's interests were allowed to govern practice. The use of AT as an analytical tool was proven to be effective in identifying the elements, relationships and tensions crucial for understanding the framing of science activities.

Inte som i skolan - pedagoger positionerar naturvetenskap i förskolan <br/>Preschool teachers talk about science – Positioning themselves and positioning science

“…Data skapades genom att spela in individuella, semistrukturerade intervjuer med en öppen frågeguide. Frågeguiden utvecklades utifrån erfarenheter från en större observationsstudie (Sundberg et al, 2016) och frågorna kretsade kring de aktiviteter vi observerat under vår vistelse på de 9 förskolorna. Var intervju tog mellan en halvtimme och en dryg timme.…”

Children's explorations of the concept of spinning in preschool: Science learning in mediated activity

“…This study's results rather suggest how teachers can create learning activities both actively, through arranging pedagogical activities, and passively, by changing the environment and the artifacts in it. This should also be contrasted with the study by Sundberg et al (2016) where a project about spinning rested on the teachers supplying artifacts for the children to explore by themselves. In the present study, children similarly explore the concepts through the artifacts of the preschool.…”

“…Vygotsky, 1986). Sundberg et al (2016) observe a large diversity among the science projects in three preschools. The different approaches to science in preschool can be traced back to the Swedish preschool model of educare, blending education and care.…”

“…Due to the popularity of the spinning tops among the children, the spinning motion was often explored via a range of means. The variety of activities that was coded covered all of the six science activity categories of Sundberg et al (2016) throughout the project. The sampled data for this paper focus on activities in which children try to understand and express themselves about the spinning motions.…”

“…Sundberg et al (2016) studied a preschool conducting a rolling and spinning project. The children were supplied with artifacts such as beads, balls and cylinders that they used to explore rolling and spinning.…”