Communication on Physics Teaching in Preschool

Autor/inn/en	Thulin, Susanne; Jonsson, Agneta; Fridberg, Marie; Redfors, Andreas
Titel	Communication on Physics Teaching in Preschool
Quelle	In: International Journal of Early Years Education, 31 (2023) 3, S.822-837 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Thulin, Susanne) ORCID (Jonsson, Agneta) ORCID (Fridberg, Marie) ORCID (Redfors, Andreas)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
DOI	10.1080/09669760.2021.2010518
Schlagwörter	Physics; Science Instruction; Preschool Education; Teacher Student Relationship; Preschool Children; Preschool Teachers; Communication (Thought Transfer); Foreign Countries; Sweden + Suchen Sie Ihr Suchwort? Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Pre-school education; Vorschulerziehung; Teacher student relationships; Lehrer-Schüler-Beziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Communication; thought; Kommunikation; Gedanke; Ausland; Schweden
Abstract	Current research points out the need to develop early childhood education science content didactics. This qualitative study contributes to the field, illuminating teacher's and children's communication about physics. Teaching activities in five preschools, children age 1-5, are inspired by a science teaching model including digital support. The analysis is guided by concepts object of learning and ways of communication with developmental pedagogy as a theoretical framework. The results show (1) how the communication related to the object of learning can be described as different ways of communication (2) communicative patterns related to ways of communication and each setting. The findings show characteristics and patterns of communication where teacher's and children's ways of communication, the science teaching model and the teacher's role is problematised. Further research is needed to investigate implications for teachers and children as contributors in acts of communication related to science teaching and digitalisation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01