NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1418558
Record Type: Journal
Publication Date: 2024
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0256-8543
EISSN: EISSN-2150-2641
The Hidden and Invisible: Supporting Science Learning in Infant-Toddler Group Settings
Glykeria Fragkiadaki; Marilyn Fleer; Prabhat Rai
Journal of Research in Childhood Education, v38 n2 p227-242 2024
Science concept formation has a long history in early childhood educational research. Most of the studies in the field focus on the way children form science concepts as preschoolers. However, less is known about the nature of science concept formation for children under 3 years of age. This study explores how early childhood teachers create the conditions for the formation of science concepts for infants. The research design drew on the "Conceptual PlayWorld" model, a collective form of practice for learning and development through imagination and play. Thirteen infants with a mean age of 1.2 years (1 year and 3 months) participated in the study. Visual methods were used for digital data collection and analysis. The analysis drew upon the cultural-historical concepts of the interrelation between everyday and scientific concepts and the concept of real and ideal forms. The analysis foregrounded four key elements for introducing science concepts in infants' everyday educational reality: 1) making meaningful interrelations between the everyday concept and the scientific concept, 2) consistently using scientific language, 3) using appropriate analogies, and 4) using early forms of a scientific method. The overall findings open new understandings about the nature of science concept formation of infants, informing pedagogical practice in this under-researched area.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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