Talking Everyday Science to Very Young Children: A Study Involving Parents and Practitioners within an Early Childhood Centre

Autor/inn/en	Lloyd, Eva; Edmonds, Casey; Downs, Celony; Crutchley, Rebecca; Paffard, Fran
Titel	Talking Everyday Science to Very Young Children: A Study Involving Parents and Practitioners within an Early Childhood Centre
Quelle	In: Early Child Development and Care, 187 (2017) 2, S.244-260 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2016.1226355
Schlagwörter	Early Childhood Education; Young Children; Scientific Concepts; Science Education; Infants; Toddlers; Foreign Countries; Learning Activities; Thinking Skills; Program Effectiveness; Self Efficacy; Science Activities; Questionnaires; Parent Attitudes; Semi Structured Interviews; Parent Participation; Teacher Attitudes; Student Attitudes; Student Behavior; United Kingdom (London) + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Frühe Kindheit; Naturwissenschaftliche Bildung; Infant; Toddler; Toddlers; Kleinkind; Infants; Ausland; Lernaktivität; Denkfähigkeit; Self-efficacy; Selbstwirksamkeit; Fragebogen; Elternverhalten; Elternmitwirkung; Lehrerverhalten; Schülerverhalten; Student behaviour
Abstract	The acquisition of everyday scientific concepts by 3-6-year-old children attending early childhood institutions has been widely studied. In contrast, research on science learning processes among younger children is less extensive. This paper reports on findings from an exploratory empirical study undertaken in a "stay and play" service used by parents with children aged 0-3 and located within an East London early childhood centre. The research team collaborated with practitioners to deliver a programme of activities aimed at encouraging parents' confidence in their own ability to support emergent scientific thinking among their young children. The programme generated children's engagement and interest. Parents and practitioners reported increased confidence in their ability to promote young children's natural curiosity at home and in early childhood provision. The authors see no reason for positing qualitative differences between the way children acquire scientific and other concepts in their earliest years. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01