Early Childhood Education

Publication Date

6-4-2020

Subjects

Young children, Science teaching, Teaching strategies, Inquiry, Science curriculum, Science activities, Scientific concepts, Lower primary years, Preschool education

Abstract

This fourth paper in the Science in the Early Years series concludes the review of current research into science learning and monitoring in the early years. The aim of this series is to provide early years educators with an insight into current research; highlight how research findings relate to children’s science learning; look at the current understandings about early years science; and provide examples of how early years educators can incorporate this research into their practices. This series defines ‘early years’ as the two years prior to school and the first three years of primary school, which in Australia generally includes children aged three to eight years. Children in the early years may attend early childhood centres, kindergartens or primary schools. Educational expectations for children of this age range are covered by the Early Years Learning Framework (EYLF) for preschool children and the Foundation to Year 2 Australian Curriculum (AC) for school students. The Science in the early years series reviews Australian and international research to highlight aspects of the learning and monitoring of science in the early years that are significant to Australian children and their educators. This paper focuses on the key role of educators in facilitating young children’s science learning.

Place of Publication

Camberwell, Australia

Publisher

Australian Council for Educational Research

ISBN

978-1-74286-531-7

Download

Share

 
COinS