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ERIC Number: EJ969735
Record Type: Journal
Publication Date: 2011-Jun
Pages: 8
Abstractor: As Provided
Reference Count: 27
ISSN: ISSN-1836-9391
The inside Story: Looking into Early Childhood Teachers' Support of Children's Scientific Learning
Edwards, Kayte; Loveridge, Judith
Australasian Journal of Early Childhood, v36 n2 p28-35 Jun 2011
This research seeks to explore how early childhood professionals support children's scientific learning from the practitioner's perspective. Taking a qualitative approach, this case study indicates possible ways effective team teaching can support the child's scientific learning as well as other team members' learning and teaching development. While conferring with past research on the importance of teachers having adequate scientific subject knowledge, this study suggests this should also be in relation to the learning community in which the early childhood setting is located. It also calls into question the teachers' understanding of the Nature of Science (NOS), reinforcing the complexity of the issue and possible solutions to increasing early childhood teachers' motivation to support children's scientific learning.
Early Childhood Australia. P.O. Box 7105, Watson, ACT 2602, Australia. Tel: +61-2-6242-1800; Fax: +61-2-6242-1818; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand