Capturing the World with Verbs: Preschool Science Education beyond Nouns and Objects

Autor/in	Areljung, Sofie
Titel	Capturing the World with Verbs: Preschool Science Education beyond Nouns and Objects
Quelle	In: Contemporary Issues in Early Childhood, 21 (2020) 1, S.70-82 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1463-9491
DOI	10.1177/1463949118805438
Schlagwörter	Preschool Education; Science Education; Language Usage; Verbs; Nouns; World Views; Epistemology; Teaching Methods; Science Activities + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Naturwissenschaftliche Bildung; Sprachgebrauch; World view; Weltanschauung; Erkenntnistheorie; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This article seeks to contribute new perspectives to the ontology and epistemology of preschool science education by exploring the idea of using everyday verbs, rather than nouns, to discern possibilities for science learning in preschool. Herein, the author merges empirical examples from preschools with findings from research on children's noun and verb learning and posthumanist perspectives on matter and concepts. What comes out of the exploration is a radical way of viewing and knowing the world. The verbs trigger a shift from an object-oriented view of the world to seeing action and non-tangible processes and phenomena in one's surroundings. Further, the verbs highlight the potential science learning that emerges in action and in child-matter relations, opening up to preschool science pedagogies that go beyond subjective/objective and concrete/abstract binaries. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01