scholarly journals Exploring the pedagogic relation - Supporting six-year-olds in making sense of physical motion

2015 ◽  
Vol 11 ◽  
Author(s):  
Annika Åkerblom
Keyword(s):  
Early Childhood ◽  
Science Education ◽  
Physical Motion ◽  
Making Sense ◽  
One To One ◽  
Scientific Phenomena ◽  
Verbal Relations ◽  
Early Childhood Settings

This article explores how verbal relations between child and researcher may support the child’s reasoning and making sense of physical motion. In an earlier study, 64 children aged 6–14 participated in one-to-one reflective dialogues. Some of them developed their reasoning during the dialogue, and used an exploring approach to make sense of physical motion. For the present study, 6 transcripts were re-analyzed concerning the interplay between the researcher and the 6-year-olds who used this approach, aiming to explore the pedagogic relation, namely how the children used language to understand physical motion and how they were supported by the researcher. The analysis revealed some conditions for a pedagogic relation: the adult uses an inviting approach, directing the child’s awareness by framing the phenomenon, directing and reflecting the child’s awareness towards their use of language, and asking for the child’s perspective. Children who used an exploring approach spoke of the phenomenon ‘as’, expressed awareness of their own use of language, and tested and developed meanings. The results are discussed in relation to science education in early childhood settings, and ways of helping children expand their reasoning using an exploring approach to scientific phenomena.

Difficulties of managing science education by early childhood teachers

2017 ◽  
Vol 17 (2) ◽  
pp. 429-451
Author(s):  
Gi Kyung Hong ◽  
◽  
Min Kyung Lee ◽  
Keyword(s):  
Early Childhood ◽  
Science Education ◽  
Early Childhood Teachers

Children’s ‘working theories’ as curriculum outcomes

2018 ◽  
Author(s):  
Sally Peters ◽  
Keryn Davis ◽  
Ruta McKenzie
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Adult Child ◽  
Early Childhood Curriculum ◽  
Complex Thinking ◽  
Young Learners ◽  
Early Childhood Settings ◽  
Te Whāriki ◽  
Sense Of Wonder

This chapter explores how children make sense of their world through the development and refinement of ‘working theories’. Working theories are a key item for young learners, and are emphasized in the New Zealand early childhood curriculum Te Whāriki. Children’s working theories develop in environments where they have opportunities to engage in complex thinking with others, observe, listen, participate, and discuss, within the context of topics and activities. It is through interactions and activities that children begin to own the ideas and beliefs of their culture and begin to make sense of their worlds. However, fostering this learning in early childhood settings is not always easy, and requires skilled adults who can respond appropriately. We explore and discuss the nature of children’s working theories and ways in which adult–child interactions can enhance or inhibit a sense of wonder and curiosity.

scholarly journals Understanding Early Childhood Science Education: Comparative Analysis of Australian and Finnish Curricula

2021 ◽  
Author(s):  
Sari Havu-Nuutinen ◽  
Sarika Kewalramani ◽  
Nikolai Veresov ◽  
Susanna Pöntinen ◽  
Sini Kontkanen
Keyword(s):  
Early Childhood ◽  
Science Education ◽  
Early Childhood Education ◽  
Comparative Study ◽  
Learning Outcomes ◽  
Science Curriculum ◽  
Early Years ◽  
Childhood Education ◽  
Curriculum Framework ◽  
International Comparative

AbstractThis research is a comparative study of Finnish and Australian science curricula in early childhood education (EC). The study aims to figure out the constructivist components of the science curriculum in two countries as well as locate the similarities and differences in the rationale and aims, contents, learning outcomes, learning activities, teacher’s role and assessment. The curriculum analysis framework developed by Van den Akker (2003) was used as a methodological framework for the curricula analysis. Based on the theory-driven content analyses, findings show that both countries have several components of constructivist curriculum, but not always clearly focused on science education. The Australian Early Years Learning Framework (EYLF) integrates children’s science learning within their five specific learning outcomes, whereas the Finnish national core curriculum for early childhood education and care has no defined learning outcomes in general. The Finnish curriculum more clearly than EYLF encompasses science and environmental education as a learning domain, within which children participate in targeted scientific activities to gain procedural knowledge in specific environmental-related concepts. More focus should be turned to the teachers’ role and assessment, which are not determined in science context in both countries. This international comparative study calls for the need of a considered EC curriculum framework that more explicitly has science domains with specifically defined rationale, aims, content areas, learning outcomes and assessment criteria. The implications lie in providing early childhood educators with tangible and theoretically solid curriculum framework and resources in order to foster scientific thinking in young children.

scholarly journals Supporting Children’s Healthy Development During Mealtime in Early Childhood Settings

2021 ◽  
Author(s):  
Adrien D. Malek-Lasater ◽  
Kyong-Ah Kwon ◽  
Diane M. Horm ◽  
Susan B. Sisson ◽  
Dipti A. Dev ◽  
...  
Keyword(s):  
Early Childhood ◽  
Healthy Development ◽  
Early Childhood Settings

Tulsa Children’s Project: Applying Evidence-Based Interventions in Early Childhood Settings

2018 ◽  
pp. 277-303
Author(s):  
Jennifer Hays-Grudo ◽  
Ruth Slocum ◽  
Jerry D. Root ◽  
Cara Bosler ◽  
Amanda Sheffield Morris
Keyword(s):  
Early Childhood ◽  
Evidence Based ◽  
Early Childhood Settings
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