Preschool Teachers' Approaches to Science: A Comparison of a Chinese and a Norwegian Kindergarten

Autor/inn/en	Hammer, Anne Synnøve Ekrene; He, Min
Titel	Preschool Teachers' Approaches to Science: A Comparison of a Chinese and a Norwegian Kindergarten
Quelle	In: European Early Childhood Education Research Journal, 24 (2016) 3, S.450-464 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2014.970850
Schlagwörter	Preschool Teachers; Kindergarten; Comparative Education; Comparative Analysis; Ethnography; Science Activities; Video Technology; Semi Structured Interviews; Educational Objectives; Educational Strategies; Sociocultural Patterns; Science Education; Educational Practices; Foreign Countries; Qualitative Research; Observation; China; Norway + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Vergleichende Erziehungswissenschaft; Ethnografie; Educational objective; Bildungsziel; Erziehungsziel; Lehrstrategie; Soziokulturelle Theorie; Naturwissenschaftliche Bildung; Bildungspraxis; Ausland; Qualitative Forschung; Beobachtung; Norwegen
Abstract	This comparative study examines the way in which preschool teachers support children's science learning in a Chinese and a Norwegian kindergarten. The study takes an ethnographic approach. Preschool teachers from one kindergarten in Shanghai and one in Bergen were asked to videotape educational activities that focused on science in their kindergartens. These videos, as well as videos taken by the researchers, were used as a starting point for semi-structured group interviews with the preschool teachers. Our aim was to explore the science-oriented activities, strategies and objectives; and some of the sociocultural factors that might influence the preschool teachers' practices. Closer analysis, which took into consideration cultural values and traditions, revealed clear links between culture and practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01