This book moves beyond the traditional constructivist and social-constructivist view of learning and development in science. It draws upon cultural-historical theory in order to theorise early childhood science education in relation to our currently globalised education contexts. The book argues that concept development in science for young children can be better theorised by using Vygotsky’s concept of Imagination and creativity, Vygotsky’s theory of play, and his work on higher mental functions, particularly the concept of inter and intrapsychological functioning. Key concepts are extracted from the theoretical section of the book and used as categories for analysis in presenting evidence and new ideas in the second section of the book. In this second part of the book, the authors examine how science knowledge has been constructed within particular countries around the globe, where empirical research in early childhood science education has occurred. The third part of the book examines the nature of the encounter between the teacher and the child during science learning and teaching. In the final part of the book the authors look closely at the range of models and approaches to the teaching of early childhood science that have been made available to early childhood teachers to guide their planning and teaching. They conclude the book with a theoretical discussion of the cultural-historical foundation for early childhood science education, followed by a model of teaching scientific concepts to young children in play-based settings, including homes and community contexts.

In the early twentieth century, a curriculum known as nature study flourished in major city school systems, streetcar suburbs, small towns, and even rural one-room schools. This object-based approach to learning about the natural world marked the first systematic attempt to introduce science into elementary education, and it came at a time when institutions such as zoos, botanical gardens, natural history museums, and national parks were promoting the idea that direct knowledge of nature would benefit an increasingly urban and industrial nation. The definitive history of this once pervasive nature study movement, TeachingChildren Science emphasizes the scientific, pedagogical, and social incentives that encouraged primarily women teachers to explore nature in and beyond their classrooms. Sally Gregory Kohlstedt brings to vivid life the instructors and reformers who advanced nature study through on-campus schools, summer programs, textbooks, and public speaking. Within a generation, this highly successful hands-on approach migrated beyond public schools into summer camps, afterschool activities, and the scouting movement. Although the rich diversity of nature study classes eventually lost ground to increasingly standardized curricula, Kohlstedt locates its legacy in the living plants and animals in classrooms and environmental field trips that remain central parts of science education today.

Now in its Third Edition, this text provides the background knowledge primary teachers need to plan effective programmes of work and answer children′s questions with confidence. The new edition links explanations of scientific concepts with children′s everyday experiences to help teachers and trainees foresee how they will present the subject knowledge to their pupils. Shaped by the National Curriculum, this text explains key scientific theories and concepts which pupils at primary level, including very able children, need in order to understand the observations and investigations they undertake. A CD ROM of 200 science investigations for young students is included with the new edition, allowing teachers to explore the practical application of topics covered in the book. This is an essential book for teachers, student teachers and anyone interested in the roots and growth of science education.

Designed to prepare future educators for practice, Science for Children challenges students and offers practical classroom-based strategies for their science teaching careers. It presents a wealth of science content across the birth-to-12-years continuum, demonstrating how science can come alive in the classroom.

Play provides young children with the opportunity to express their ideas, symbolize, and test their knowledge of the world. It provides the basis for inquiry in literacy, science, social studies, mathematics, art, music, and movement. Through play, young children become active learners engaged in explorations about themselves, their community, and their personal-social world. An Integrated Play-Based Curriculum for Young Children offers the theoretical framework for understanding the origins of an early childhood play-based curriculum and how young children learn and understand concepts in a social and physical environment. Distinguished author Olivia N. Saracho then explores how play fits into various curriculum areas in order to help teachers develop their early childhood curriculum using developmentally and culturally appropriate practice. Through this integrated approach, young children are able to actively engage in meaningful and functional experiences in their natural context. Special Features Include: Vignettes of children’s conversations and actions in the classroom Suggestions for activities and classroom materials Practical examples and guidelines End-of-chapter summaries to enhance and extend the reader’s understanding of young children By presenting appropriate theoretical practices for designing and implementing a play-based curriculum, An Integrated Play-Based Curriculum for Young Children offers pre-service teachers the foundational knowledge about the field, about the work that practitioners do with young children, and how to best assume a teacher’s role effectively.

Now fully updated in its third edition, Science Learning, Science Teaching offers an accessible, practical guide to creative classroom teaching and a comprehensive introduction to contemporary issues in science education. Aiming to encourage and assist professionals with the process of reflection in the science classroom, the new edition examines the latest research in the field, changes to curriculum and the latest standards for initial teacher training. Including two brand new chapters, key topics covered include: the science curriculum and science in the curriculum planning and managing learning learning in science – including consideration of current ‘fads’ in learning safety in the science laboratory exploring how science works using ICT in the science classroom teaching in an inclusive classroom the role of practical work and investigations in science language and literacy in science citizenship and sustainability in science education. Including useful references, further reading lists and recommended websites, Science Learning, Science Teaching is an essential source of support, guidance and inspiration all students, teachers, mentors and those involved in science education wishing to reflect upon, improve and enrich their practice.

First Published in 1993. Routledge is an imprint of Taylor & Francis, an informa company.

Science is often a forgotten subject in early elementary grades as various mandates require teachers to focus on teaching young students to achieve specific reading and mathematical competencies. This book offers specific examples and empirical evidence of how integrated science-literacy curriculum and teaching in urban primary-grade classrooms give students opportunities to learn science and to develop positive images of themselves as scientists. The Integrated Science-Literacy Enactments (ISLE) approach builds on multimodal, multidimensional, and dialogically oriented teaching and learning principles. Readers see how, as children engage with texts, material objects, dialogue, ideas, and symbols in their classroom community, they are helped to bridge their own understandings and ways with words and images with those of science. In doing so, they become learners of both science and literacy. The book features both researcher and teacher perspectives. It explores science learning and its intersection with literacy development in schools that educate predominately children of color, many of whom struggle with poverty and have been traditionally underestimated, underserved, and underrated in science classrooms. In all these ways, this volume is a significant contribution to a critically under-researched area of science education.