Early Childhood Science Education from 0 to 6: A Literature Review

Autor/inn/en	O'Connor, Gillian; Fragkiadaki, Glykeria; Fleer, Marilyn; Rai, Prabhat
Titel	Early Childhood Science Education from 0 to 6: A Literature Review
Quelle	In: Education Sciences, 11 (2021), Artikel 178 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (O'Connor, Gillian)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Science Education; Preschool Education; Scientific Concepts; Concept Formation; Infants; Toddlers; Preschool Children; Educational Research; Teaching Methods; Teacher Characteristics; Teacher Role; Individual Differences; Age Differences + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Pre-school education; Vorschulerziehung; Concept learning; Begriffsbildung; Infant; Toddler; Toddlers; Kleinkind; Infants; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Bildungsforschung; Pädagogische Forschung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerrolle; Individueller Unterschied; Age; Difference; Age difference; Altersunterschied
Abstract	Over the past three decades, our understanding of science learning in early childhood has improved exponentially and today we have a strong empirically based understanding of science experiences for children aged three to six years. However, our understanding of science learning as it occurs for children from birth to three years, is limited. We do not know enough about how scientific thinking develops across the first years of life. Identifying what we do know about science experiences for our youngest learners within the birth to three period specifically, is critical. This paper reviews the literature, and for the first time includes children in the birth to three period. The results are contextualised through a broader review of early childhood science education for children aged from birth to six years. Findings illustrated that the empirical research on science concept formation in the early years, has focused primarily, on children aged three to six years. The tendency of research to examine the process of concept formation in the birth to three period is also highlighted. A lack of empirical understanding of science concept formation in children from birth to three is evident. The eminent need for research in science in infancy--toddlerhood is highlighted. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01