Contradictions and roadblocks: a cultural-historical study of educators’ beliefs and practices in the teaching of science concepts to infants and toddlers
Marilyn Fleer,
No information about this author
Sue March,
No information about this author
Anne Suryani
No information about this author
et al.
International Journal of Science Education,
Journal Year:
2024,
Volume and Issue:
unknown, P. 1 - 29
Published: May 30, 2024
Whilst
there
is
a
body
of
emerging
literature
related
to
science
education
for
children
aged
3
years
and
above,
less
known
about
educators'
beliefs
when
planning
the
teaching
concepts
infants
toddlers
in
group
settings.
This
paper
discusses
how
educators
working
with
under
18
months
age
talk
plan
concepts.
We
undertook
an
educational
experiment
6
11
1.1–2.0
(mean
1.6
years).
An
analysis
digital
data
18.1
h
(5.2
adult-researcher
data;
12.9
observations)
revealed
both
roadblocks
contradictions
practices
infant
toddler
learning
Initial
include
focusing
on
activities
not
concepts,
following
interests
introducing
content,
belief
associated
developmental
restrictions
regarding
if
resources
are
relevant/safe
this
period.
These
were
genuine
blocks
shifting
towards
found
conditions
intervention,
these
resolved,
giving
more
opportunities
infant-toddler
engagement
learning.
Language: Английский
A cultural‐historical study of how educators create conditions for infant and toddler learning in science
Marilyn Fleer,
No information about this author
Sue March,
No information about this author
Anne Suryani
No information about this author
et al.
Science Education,
Journal Year:
2024,
Volume and Issue:
108(6), P. 1495 - 1518
Published: June 1, 2024
Abstract
Calls
to
bring
more
equity
into
science
education
research
(McWayne
and
Melzi,
2023)
are
most
notable
for
early
childhood.
We
know
very
little
about
the
teaching
of
infants
toddlers,
yet
this
is
where
begins.
To
address
dearth
in
research,
we
undertook
an
in‐depth
intervention
study
Australian
childhood
center
with
six
educators
working
11
toddlers
learning
(1.1–2.0
years;
mean
1.6)
identify
how
support
a
play‐based
setting
over
10
sessions.
Specifically,
our
question
was
do
create
conditions
interact
science.
found
form
co‐operation
between
that
centered
on
educator
sensitivity
noticing
science,
generating
rather
than
following
infant
interest,
focused
thinking
spaces,
use
scientific
language
by
educators,
planned
conceptual
progression,
props
as
placeholders
meaning
acted
pivots
prompts
imaginary
situations.
argue
under
taught
infants,
greater
insights
teach
such
young
children
possible,
thereby
making
available
evidence‐informed
practice
researched
area
guide
toddlers.
Language: Английский
Infants and toddlers in imaginary play situations: The genesis and conditions that support the development of imagination
Learning Culture and Social Interaction,
Journal Year:
2024,
Volume and Issue:
48, P. 100851 - 100851
Published: Aug. 15, 2024
In
line
with
contemporary
views
that
problematise
a
stage-based
approach
to
play,
the
study
reported
in
this
paper
investigated
early
forms
of
imaginary
play
infants
and
toddlers.
Results
from
two
cohorts
are
presented
support
genesis
(11
infants;
1.1–2.0y;
mean
1.6)
development
imagination
as
psychological
function
(19
toddlers;
2.5–3.3ys;
2.9).
Under
same
conditions
an
intervention
Conceptual
PlayWorld,
results
show
situations
gesturing
imaginative
intent,
under
three-year-olds
engaged
more
developed
actions.
Invited
into
scenarios
by
educators,
dramatic
tension
between
infants'
reality
their
playing
was
resolved
through
imitation,
while
toddlers
emotional
tensions
drama
imagining
(images).
We
concluded
there
unique
relationship
image
formation,
imagination.
argue
when
is
made
available
evident
suggest
educators
have
key
role
creating
group
settings.
Language: Английский