Science in Early Childhood

Kock, Jill de

doi:10.1017/9781108500142

Cited by 7 publications

(2 citation statements)

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“…Partisipan menyatakan bahwa mereka telah mengenalkan kegiatan sains dengan memanfaatkan indera perasa, melakukan pengenalan sains sederhana dan memberikan informasi tentang kegiatan sains. Banyak cara yang dapat dilakukan untuk mengenalkan sains pada anak (Campbell et al, 2019). Akan tetapi, jika yang dihadapi anak dengan kebutuhan yang khusus, mempunyai cara yang khusus juga (Akrim & Harfiani, 2019;Benítez-Lugo et al, 2021).…”

Section: Pembahasan Cara Orang Tua Mengenalkan Kegiatan Sainsunclassified

“…Anak dilatih untuk melihat, meraba, mencium, merasakan dan mendengar. Semakin banyak keterlibatan indera dalam belajar, anak semakin memahami apa yang dipelajari (Campbell et al, 2019;Saçkes et al, 2011). Anak memperoleh pengetahuan baru dari pemanfaatan indera anak untuk mempelajari berbagai benda yang ada disekitarnya (O'connor et al, 2021;Trnova & Trna, 2015).…”

Section: Pentingnya Mengenalkan Kegiatan Sainsunclassified

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Keterlibatan Orang Tua dalam Mengenalkan Sains untuk Anak Down Syndrome

Siron¹,

Setianingtias²,

Nuryanah³

et al. 2022

JECED J. Early Child. Educ. Dev.

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This study describes parents' involvement in introducing science to children with down syndrome. This study used a qualitative approach. The research participants were 6 parents with Down syndrome children at 4-8 years old. The purposive sampling method was used to involve the participants. Data were collected through semi-structured online interviews. Analysis of the data in this study using Miles and Huberman. The results of this study show how parents introduce science activities by introducing science activities using simple methods, the media used by utilizing household appliances and objects in the surrounding environment. Parents consider science activities essential to be introduced to children. However, parents face challenges because children are difficult to manage, do not easily focus, and are easily bored.

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Section: Pembahasan Cara Orang Tua Mengenalkan Kegiatan Sainsunclassified

Section: Pentingnya Mengenalkan Kegiatan Sainsunclassified

Keterlibatan Orang Tua dalam Mengenalkan Sains untuk Anak Down Syndrome

Siron¹,

Setianingtias²,

Nuryanah³

et al. 2022

JECED J. Early Child. Educ. Dev.

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Reviving botany in the curriculum: the botanical journey of two Western Australian early childhood teachers

Beasley

Hesterman

Lee-Hammond

2022

Aust. J. environ. educ.

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Environmental education across the early years has become increasingly important in Australia since the implementation of the Early Years Learning Framework and the Australian Curriculum. These documents promote a connection to nature for young children as well as environmental responsibility. In Western Australia, large areas of natural environments are bush spaces, accessible by young children, families and schools. There is no existing research investigating early childhood teacher’s knowledge of plants in these bush spaces and the utilisation of these spaces in teaching botany as part of their teaching practice. The discussion in this article examines part of a larger year-long multi-site case study of the changes in the botanical understanding of two early childhood teachers of children aged 5–8 years, in Western Australian schools both before and after the Mosaic Approach, botanical practices and Indigenous knowledges were incorporated into their teaching practice. This article focuses on the changes of botanical literacies of the early childhood teachers specifically. The findings suggest that using inquiry-based and place-based methods and including First Nations Peoples’ perspectives about plants whilst teaching in the bush can significantly increase the plant knowledge and understanding of teachers, as well their own scientific and botanical literacies.

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Okul öncesi bilim eğitimine özgü pedagojik alan bilgisi: Öğretmenlerin mesleki gelişimi için bir model önerisi

Yilmaz

Sığırtmaç²

2021

J Early Child Stu

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Bu çalışmanın amacı, alanyazında yer alan pedagojik alan bilgisi modelleri ve erken çocukluk bilim eğitimini etkileyen faktörlerden yola çıkarak okul öncesi bilim eğitimine özgü pedagojik alan bilgisi için hibrit bir model oluşturulmasıdır. Bu doğrultuda, okul öncesi bilim eğitiminin doğası ve pedagojik alan bilgisi yapısının tarihsel gelişimine ilişkin alanyazın incelenerek bütünsel bir model önerisi sunulmuştur. Ortaya konulan bu model, nitelikli bir bilim eğitimi için okul öncesi öğretmenlerinin sahip olması beklenen pedagojik bilgi alanlarını ve bu alanlara yönelik mesleki yeterliklerini tanımlamaktadır. Okul öncesi bilim eğitiminde pedagojik alan bilgisine yönelik bir yapının tanımlanması, öğretmenleri yetkinleştirebilecek noktaların hedeflenmesi ve buna yönelik içerik üretilmesi sürecini destekleyecek bir çerçeve sunmaktadır. Model, bilim eğitiminde öğretmen yeterliklerinin belirlenmesi, bu alanda ölçme aracı geliştirilmesi ve öğretmen eğitimi içeriklerinin düzenlenmesi süreçlerinde kullanılabilir.

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Science in Early Childhood

Cited by 7 publications

References 0 publications

Keterlibatan Orang Tua dalam Mengenalkan Sains untuk Anak Down Syndrome

Keterlibatan Orang Tua dalam Mengenalkan Sains untuk Anak Down Syndrome

Reviving botany in the curriculum: the botanical journey of two Western Australian early childhood teachers

Okul öncesi bilim eğitimine özgü pedagojik alan bilgisi: Öğretmenlerin mesleki gelişimi için bir model önerisi

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