Understanding Natural Sciences Education in a Reggio Emilia-Inspired Preschool

Autor/inn/en	Inan, Hatice Zeynep; Trundle, Kathy Cabe; Kantor, Rebecca
Titel	Understanding Natural Sciences Education in a Reggio Emilia-Inspired Preschool
Quelle	In: Journal of Research in Science Teaching, 47 (2010) 10, S.1186-1208 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.20375
Schlagwörter	Ethnography; Natural Sciences; Reggio Emilia Approach; Preschool Children; Scientific Concepts; Laboratory Schools; Inquiry; Interviews; Observation; Classroom Environment; School Culture; Preschool Teachers; Science Instruction + Suchen Sie Ihr Suchwort? Ethnografie; Naturwissenschaften; Reggio-Pädagogik; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Laborschule; Interviewing; Interviewtechnik; Beobachtung; Klassenklima; Unterrichtsklima; Schulkultur; Schulleben; Erzieher; Erzieherin; Kindergärtnerin; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	This ethnographic study explored aspects of how the natural sciences were represented in a Reggio Emilia-inspired laboratory preschool. The natural sciences as a discipline--a latecomer to preschool curricula--and the internationally known approach, Reggio Emilia, interested educators and researchers, but there was little research about science in a Reggio Emilia classroom. The current research aimed to gain insight into natural science experiences in a Reggio Emilia-inspired classroom. To gain in-depth information, this inquiry-based study adapted a research design with ethnographic data collection techniques (i.e., interview, observation, document/artifact collection, and field-notes), namely Spradley's Developmental Research Sequence Method, which was a well-known, pioneer ethnographic method. The data were analyzed from an interpretive perspective using multiple lenses. These lenses included Spradley's DRS for the classroom culture, Corsaro's peer culture theory, the Reggio Emilia approach, and Ohio's Early Learning Content Standards. The study involved 18 preschoolers, 10 teachers, and a program director. The results indicated that the Reggio Emilia-inspired preschool offered a science-rich context that triggered and supported preschoolers' inquiries, and effectively engaged preschoolers' hands, heads, and hearts with science. The natural sciences learning in this Reggio Emilia-inspired preschool classroom met and exceeded some of Ohio's prekindergarten standards. The results suggested that the Reggio pedagogy, grounded in inquiry, is compatible with science education goals. (Contains 7 tables and 5 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10