Science Concept Formation During Infancy, Toddlerhood, and Early Childhood: Developing a Scientific Motive Over Time

Abstract

A substantial number of empirical studies in the field of Early Childhood Science Education have explored science concept formation in early childhood educational settings. Most of these studies focus on the process of science concept formation during a teaching intervention or a school year period. However, less is known about how children form science concepts over the first years of their lives. This longitudinal study aimed at studying the process of science concept formation during the first five years of children’s life within educational settings. Following a cultural–historical approach, the study explored how children develop a science motive from infancy, toddlerhood, and into early childhood and how teachers create the conditions for the development of a motive orientation towards science over time. A cohort of 50 children in Australia participated in the study. Indicative case examples are presented. The research design drew on the Conceptual PlayWorld model, a collective form of practice for learning and development through imagination and play. Digital visual methods were used for data collection and analysis. The findings illustrated that a science motive is developed when the motive of play and the motive of learning in science are dialectically interrelated over time. It was also shown that teachers create a motive orientation towards science by introducing, maintaining, and transforming an ideal form of science in the children’s environment and by stimulating children to interact with mature forms of science. The study concludes with insights into early childhood science education research methodology, and implications that inform practice are discussed.

A Comparative Study between Greek Pre-service Teachers and Primary School Students’ Scientific Literacy Levels

“…In modern knowledge-based societies, there is a need for a comprehensive science education that begins in the early years (Vieira and Tenreiro-Vieira, 2016). Therefore, it is considered necessary to cultivate scientific literacy from the very 1 st years of compulsory education (Kähler et al, 2020;Fragkiadaki et al, 2022). Therefore, the role of the teacher becomes decisive in teaching Science in the early years (Siry, 2013;Fragkiadaki et al, 2022).…”

Assessing Greek pre-service primary teachers’ scientific literacy

“…To achieve the goal of a scientifically literate society significantly depends on teachers who "are the most important element in implementing educational reform" (Sultan at el., 2021, p. 2). In fact, a key feature in literacy development is scientific knowledge (Roberts, 2007) and seeing that scientific knowledge starts to develop from childhood, it is needed to cultivate SL from the first years of primary education (Fragkiadaki et al, 2022;Kähler et al, 2020;Sargioti & Emvalotis, 2020). Therefore, it becomes imperative that primary school teachers are equipped with skills and knowledge that will allow them to powerfully engage in their students' SL skills development (Sargioti & Emvalotis, 2020).…”

Approaches to Foster Young Children’s Engagement with Climate Action: A Scoping Review

“…In early childhood research, there is a strong empirical understanding of the science experiences of young children, but there is very limited understanding about how learning about climate change happens and how such learning could lead to climate action in early childhood. Most early childhood research has explored the processes of scientific concept formation during a teaching intervention or an activity conducted in the school yard [50]. In fact, there is a tendency to conduct research examining the processes of concept formation about climate change, and empirical research focussing on an understanding of how such concepts can be translated into action is still required.…”