Abstract
Early years science education is not science, but a curricular construction designed to induct young children into a range of ideas and practices related to the natural world. While inquiry-based learning is an important approach to this, it is not of itself unique to science and there are a range of logico-mathematical constructions that come closer to the essence of science. In this paper we discuss just three: empirical question-asking, transgressive play, and good thinking. The challenge, of course is to induct early years practitioners to a different way of shaping early science.
Original language | English |
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Pages (from-to) | 274-283 |
Number of pages | 10 |
Journal | Early Child Development and Care |
Volume | 187 |
Issue number | 2 |
Early online date | 9 Jan 2017 |
DOIs | |
Publication status | Published - 1 Feb 2017 |
Keywords
- question asking
- transgressive play
- scientific thinking