ERIC Number: EJ1416099
Record Type: Journal
Publication Date: 2024
Pages: 24
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0157-244X
EISSN: EISSN-1573-1898
"Conceptual PlayWorld for Infant-Toddlers": The Unique Nature of Becoming a Science Learner in The Early Years of Life
Research in Science Education, v54 n2 p315-338 2024
In recent years, limited research attention has been directed to what happens in science education before the age of 3 years. We present the findings of a study that followed 13 infant-toddlers aged 0.1-2.2 years (mean 1.8 years) and their educators from a childcare centre. Under the conditions of an educational experiment, the results of our study identified how scientific experiences build empirical knowledge in the context of an imaginary play problem, where infant-toddlers are resourced with content about the phenomenon and, in the drama of the play, build a relationship with a science concept. Early forms of scientific investigation processes were identified, problematising the current low expectations of what might be possible in science education for this age group. Our findings add to understandings about the earliest forms of learning in science in group care settings and introduce a model of practice called a "Scientific Conceptual PlayWorld for infant-toddlers."
Descriptors: Science Education, Toddlers, Infants, Early Childhood Education, Play, Active Learning, Knowledge Level, Scientific Concepts, Child Care, Child Care Centers, Early Experience
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://bibliotheek.ehb.be:2123/
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A