How do teachers investigate scientific concepts in an Early Childhood Environment?

Campbell, Coral, Biggar, Emily, Smith, Rebecca and Wilson, Jan 2009, How do teachers investigate scientific concepts in an Early Childhood Environment?, in 11th NZ Early Childhood Research Conference, [Massey University], [Wellington, N.Z.], pp. 1-6.

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Title How do teachers investigate scientific concepts in an Early Childhood Environment?
Alternative title Conference poster: How do teachers investigate scientific concepts in an Early Childhood Environment?
Author(s) Campbell, Coral
Biggar, Emily
Smith, Rebecca
Wilson, Jan
Conference name New Zealand Early Childhood Research. Conference (11th : 2009 : Wellington, N.Z.)
Conference location Wellington, New Zealand
Conference dates 21st – 23rd January 2009
Title of proceedings 11th NZ Early Childhood Research Conference
Publication date 2009
Start page 1
End page 6
Publisher [Massey University]
Place of publication [Wellington, N.Z.]
Summary Early Childhood Educators have an important role to fulfil in aiding children's development and understandings in the science curriculum. There are many different views and opinions on how science can be taught in an Early Childhood environment, it is therefore our aim to investigate how teachers feel about teaching science concepts and promoting science in the early childhood centre. We aim to discover how everyday activities relate to the nature of science within our everyday lives. The science curriculum is important in Early Childhood settings as it provides children with various opportunities to explore the natural world. We are hoping to gain a deeper understanding of how teachers are guiding and encouraging children to make sense of their experiences. It is also important that we explore how Early Childhood Educators understand their own practice in teaching science concepts in their curriculum.

Description of project: We will be completing a small inquiry based task which will require us to compile data collected from interviews, recordings from teachers in long day and kindergarten settings around the Geelong region.

Methodology: ln order to undertake this research we will be using a socio cultural framework, focusing on language in the social environment and play (basing our ideas on the theories of Vygotsky). We will be undertaking narrative accounts to obtain data which will be collated from three different sources.

Ethical implications of projects: We do not foresee any significant risks to any participant in this study. The topic of the research is uncontroversial, and we will be taking measures to ensure anonymity or confidentiality where appropriate.
Language eng
Field of Research 130102 Early Childhood Education (excl Maori)
Socio Economic Objective 930201 Pedagogy
HERDC Research category E3 Extract of paper
Persistent URL http://hdl.handle.net/10536/DRO/DU:30024918

Document type: Conference Paper
Collection: School of Education
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