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ERIC Number: EJ1125874
Record Type: Journal
Publication Date: 2017
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0300-4430
EISSN: N/A
Talking Everyday Science to Very Young Children: A Study Involving Parents and Practitioners within an Early Childhood Centre
Lloyd, Eva; Edmonds, Casey; Downs, Celony; Crutchley, Rebecca; Paffard, Fran
Early Child Development and Care, v187 n2 p244-260 2017
The acquisition of everyday scientific concepts by 3-6-year-old children attending early childhood institutions has been widely studied. In contrast, research on science learning processes among younger children is less extensive. This paper reports on findings from an exploratory empirical study undertaken in a "stay and play" service used by parents with children aged 0-3 and located within an East London early childhood centre. The research team collaborated with practitioners to deliver a programme of activities aimed at encouraging parents' confidence in their own ability to support emergent scientific thinking among their young children. The programme generated children's engagement and interest. Parents and practitioners reported increased confidence in their ability to promote young children's natural curiosity at home and in early childhood provision. The authors see no reason for positing qualitative differences between the way children acquire scientific and other concepts in their earliest years.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (London)
Grant or Contract Numbers: N/A