This
article
explores
a
conversation
between
student
teacher
(ST)
and
three-year-old
child
regarding
slug,
using
an
eclectic
variety
of
Conversation
Analysis.
The
is
selected
as
extreme
case
from
the
complete
video
material
for
PhD
thesis.
Through
analysis
interpretation,
describes
discusses
importance
adult
taking
dialogic
stance
to
support
concept
learning
emergent
science,
even
when
child's
verbal
participation
initially
limited.
research
question
is:
How
can
adults
science
young
children
through
dialogue
contributions
are
limited?
shows
that
ST
takes
by
sharing
interest
in
slug
mirroring
body
language
glances,
acknowledging
contributions,
asking
questions
providing
information
and,
most
importantly,
wait
time.
Enseñanza de las Ciencias Revista de investigación y experiencias didácticas,
Год журнала:
2023,
Номер
41(3), С. 11 - 31
Опубликована: Ноя. 3, 2023
Este
estudio
presenta,
como
fruto
de
la
colaboración
escuela-universidad,
el
diseño,
implementación
y
evaluación
una
intervención
didáctica
corte
socioconstructivista
naturaleza
dialógica
sobre
las
interacciones
en
los
sistemas
físicos
(rampas
caminos)
educación
infantil.
La
propuesta
diseñada
consta
dos
fases
cuatro
actividades
distintas
fue
implementada
un
grupo
(n
=
20)
aula
infantil
(5-6
años)
contexto
basado
juego,
movimiento
autónomo
libre
elección.
Durante
implementación,
se
evaluaron
habilidades
científicas
emergentes,
complejidad
construcciones
realizadas,
así
efecto
docente
aprendizaje.
Los
resultados
indican
evolución
positiva
emergentes
también
grado
sofisticación
estructuras
construidas.
niños
niñas
fueron
además
capaces
establecer
relaciones
causa
efecto,
hablar
términos
científicos
posición,
trayectoria
velocidad.
Science Activities,
Год журнала:
2022,
Номер
60(1), С. 12 - 24
Опубликована: Сен. 30, 2022
This
article
aims
to
implement
an
engineering
design-based
STEM
activity
for
young
children
and
evaluate
the
implementation
process
of
activity,
along
with
providing
some
revision
ideas.
The
was
held
as
a
90-minute
weekend
workshop
participation
six
aged
four
seven.
Data
were
collected
through
digital
observations
field
notes.
In
followed
four-step
design
process.
They
solved
cartoon
characters'
problem
by
designing
floatable
boat
that
could
take
characters
across
lake.
addition,
tried
move
their
toy
boats
on
water
without
touching
them.
Throughout
gained
hands-on
experience
concept
force.
made
predictions
about
tested
what
material
would
suit
designs.
Thus
they
had
opportunity
think
might
affect
sinking
or
floating
objects
in
water.
heard
each
other's
ideas
observed
testing
both
own
other
children's
all
these
respects,
this
suggests
playful
developmentally
appropriate
challenges
can
be
effective
creating
mindsets.
also
includes
integrating
into
curriculum
early
childhood
education
settings
line
experiences
obtained
from
International Journal of Science Education,
Год журнала:
2024,
Номер
unknown, С. 1 - 29
Опубликована: Май 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.
Science Education,
Год журнала:
2024,
Номер
108(6), С. 1495 - 1518
Опубликована: Июнь 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.
In
line
with
contemporary
views
that
problematises
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.
Perspectives in cultural-historical research,
Год журнала:
2024,
Номер
unknown, С. 91 - 99
Опубликована: Янв. 1, 2024
Abstract
Research
examining
conceptual
development
in
pre-school
age
children
has
relied
predominantly
on
children’s
verbal
responses
and
interactions.
During
infancy,
however,
immature
language
skills
limit
the
use
of
such
commonly
used
methods.
Studying
infants
toddlers
during
pandemic
added
new
challenges
to
this
unique
highly
demanding
research
area.
In
chapter,
we
showcase
how
digital
visual
methods,
developed
introduced
response
methodological
‘crisis’,
offer
researchers
a
means
through
which
many
inherent
studying
very
young
children,
can
be
overcome.
To
highlight
affordances
using
artefacts
analyse
concept
formation,
chapter
focuses
science
infancy
toddlerhood.
Indicative
examples
from
implementation
Conceptual
PlayWorld
as
an
educational
experiment
(see
Chap.
2
)
illustrative
data
analysis
with
aged
8
36
months.
It
is
shown
that
artefacts,
subtleties
reflected
physical
movement
interactions
(e.g.,
gestures,
embodied
peer
interactions),
captured
later
analysed.
Key
points
are
able
look
for,
capture,
dialectically
interrelate
when
analysing
formation
specifically
highlighted.
We
argue
artifacts
allow
recreation
body
shading
light
dimensions
child’s
experience
opening
space
for
reflection
researchers.
Consequently,
adopting
dialectical
lens
analyzing
data,
possible
insight
into
process
it
occurs
young,
non-verbal
afforded.
Learning Culture and Social Interaction,
Год журнала:
2024,
Номер
48, С. 100851 - 100851
Опубликована: Авг. 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.
Journal of Baltic Science Education,
Год журнала:
2024,
Номер
23(5), С. 867 - 881
Опубликована: Окт. 20, 2024
The
complexity
of
gear
concepts,
often
misunderstood
by
young
children,
highlights
the
need
for
educational
frameworks
beyond
simple
play.
To
examine
effects
using
prediction,
observation,
and
explanation
(POE)
model
in
building
block
activities,
a
true
experimental
design
was
implemented.
A
total
49
preschoolers
were
randomly
assigned
to
either
an
group,
which
engaged
with
blocks
embedded
POE
model,
or
control
followed
instruction
guide.
Data
gathered
through
pretests,
posttests,
two-week
delayed
tests
administered
all
participants.
theoretical
framework
this
study
based
on
emphasizing
importance
learning
process.
results
revealed
that
had
positive
impacts
fostering
children’s
acquisition
concepts.
Specifically,
speed
direction
identified
as
most
challenging
concepts
grasp.
highlight
critical
role
children's
reflection
these
participants’
common
naive
conceptions
about
function,
speed,
identified.
implications
incorporating
reflective
practices
early
childhood
education
enhance
concept
address
misconceptions.
Keywords:
science
education,
blocks,
alternative
conceptions,
