Full Description
The educational provision for early years is growing and changing across many parts of the world, not least in the UK. While this book leans heavily on the mounting literature on early child development in its broadest sense - physically, emotionally, linguistically - its central focus lies squarely on the growth of children's scientific thinking and activities. Written by educators, this book is based both on formal educational research and professional practice-in-action. The authors describe children's science concept development; their curiosity-driven exploration; emergent ecological literacy; their learning through science play; the assessment of early learning; the role of parents and practitioners within early education contexts; and some question the very basis of the science being taught. Illustrations and examples of practice are not confined to the UK, though the messages to be derived from each chapter have application way beyond the immediate context. This book was originally published as a special issue of Early Child Development and Care.
Contents
Introduction - Early years science education: a contemporary look 1. Substantive conceptual development in preschool science: contemporary issues and future directions 2. Ecological literacy - preparing children for the twenty-first century 3. Developing a framework of scientific enquiry in early childhood: an action research project to support staff development and improve science teaching 4. Inquiry-based learning: a framework for assessing science in the early years 5. Playful teaching work of school science teachers fundamental in a municipal school in Pernambuco, Brazil 6. Talking everyday science to very young children: a study involving parents and practitioners within an early childhood centre 7. Empowering teachers to teach science in the early years in Mauritius 8. But is it science? 9. An updated perspective on emergent science
