The aim of this study is to explore how cultural factors interact with preschool teachers' shaping of activities with science content, and also how Activity Theory (AT) as a theoretical framework can be useful for examining interrelations within preschool systems. Qualitative data was collected from three preschools in the form of guided group discussions with preschool teachers, observations and video recordings of activities, and stimulated recall discussions based on the recorded practices. The preschools displayed diverse approaches for experiencing and learning science, some with great creativity. In all preschools learning was integrated with care, upbringing and play. To support children's interest and confidence was central. How science activities were shaped mainly depended on how children's interests were allowed to govern practice. The use of AT as an analytical tool was proven to be effective in identifying the elements, relationships and tensions crucial for understanding the framing of science activities.

In this study, Activity Theory (AT) is used to analyse general patterns for how cultural and historical factors interact with the shaping of science activities in preschools. Data was produced from field notes, video observations, video stimulated recall group discussions and individual interviews with preschool teachers at fourteen preschool units, where science activities were described as a common feature of the practice. Two factors were found to be particularly important for how and whether science learning opportunities were afforded the children: the structure of the preschool community and the type of educational culture within it. In communities characterised by weak mutual commitment and without joint understanding of the purpose of the activities, the science learning objects of the activity often became fragmented and thereby elusive. This was also true for strong communities, with a shared approach and a joint understanding of the purpose of the science activities, but with educational cultures where science learning was not actively supported. In contrast, a strong community combined with an educational culture that allowed teachers to lead and intentionally frame the science content, offered child-centred science activities with clear science learning objects.

Karin Due är lektor i fysikdidaktik vid Institutionen för naturvetenskapernas och matematikens didaktik, Umeå universitet. Hennes forskningsintressen rör genus och lärande i naturvetenskap och hur kulturella faktorer i praktikgemenskaper formar de lärandemöjligheter som erbjuds de yngsta barnen.Britt Tellgren är lektor i pedagogik vid institutionen för Humaniora, Utbildningsvetenskap och Samhällskunskap vid Örebro universitet. Hennes forskningsintressen rör förskollärarutbildning i ett historiskt perspektiv, yngre barns kamratrelationer samt yngre barns mänskliga rättigheter i utbildning. Sofie Areljung är lektor vid Institutionen för tillämpad utbildningsvetenskap, Umeå universitet.. Hennes avhandling handlar om kunskapssyn, genus och fysisk miljö i förskolans naturvetenskapsundervisning. Ett ytterligare forskningsintresse rör undersökande arbete i NO-undervisningen i skolans år 4-6. Christina Ottander är fil.dr i växtfysiologi och docent i ämnesdidaktik med inriktning mot naturvetenskap vid Umeå universitet. Hennes forskningsintressen rör lärares professionella utveckling av undervisning i naturvetenskap i förskola och skola. Bodil Sundberg är lektor i biologi vid institutionen för Naturvetenskap och Teknik vid Örebro Universitet, Sverige. Hennes forskningsintressen berör hur lärare för yngre åldrar tänker om, och utformar aktiviteter för, lärande i naturvetenskap och hållbar utveckling samt hur kulturella och historiska aspekter påverkar detta. Hon är sedan 2013 koordinator för intressegruppen "Early Years Science" kopplad till ESERA . how preschool teachers, who include a scientific content in their practice, describe their practice and their view of science in preschool. The study is based on 20 interviews in 9 Swedish preschools. The theoretical and analytical framework combine "communities of practice"(Lave & Wenger) and "positioning theory" (Harré & Langehove) Abstract This article discusses . The stories reveal a strong position for the pre-school curriculum and traditions. A prominent storyline is that Science in preschool is something different from science in school. This includes an anti-authoritarian view with a focus on "the competent child". The preschool teachers affirm fantasy, creativity and intuition as a part of science and they position science as easy to access. They also position themselves as pedagogues competent to manage science in preschool. One of the dilemmas is about letting children's interests and initiatives drive the activities while educators curriculum-based goals have certain intentions to fulfill.Karin Due m.fl.

In this article, we exemplify and discuss how preschool science education may contribute to Education for Sustainability (EfS). We draw on data from science activities in fourteen Swedish preschools, in which we have previously identified examples of ‘multidimensional science teaching’, hence, teaching that intertwines children’s science learning with multiple dimensions of children’s lives, such as emotions, fantasy, play and aesthetic modes of expressions. By re-analysing these activities through an EfS lense, we show several examples of how multidimensional science teaching provide opportunities for children to develop agency and empowerment as well as connectedness with the environment, and some examples of creative problem solving. Yet, we advocate that teachers’ active participation is crucial for realising multidimensional science teaching in a way that contributes to EfS.