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 |
|---|---|
| Title of host publication | Early Years Science Education |
| Subtitle of host publication | A Contemporary Look |
| Editors | Mike Watts, Alison Silby |
| Place of Publication | London and New York |
| Chapter | 8 |
| Pages | 96-105 |
| Number of pages | 10 |
| Edition | 1st |
| Publication status | Published - 29 Aug 2018 |
Keywords
- early years education
- science education
- early child development