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Science Education during Early Childhood

A Cultural-Historical Perspective

By: Wolff-Michael Roth,Maria Ines Mafra Goulart,Katerina Plakitsi

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Science Education during Early Childhood

A Cultural-Historical Perspective

By: Wolff-Michael Roth,Maria Ines Mafra Goulart,Katerina Plakitsi

Children’s learning and understanding of science during their pre-school years has been a neglected topic in the education literature—something this volume aims to redress. Paradigmatic notions of science education, with their focus on biologically governed development and age-specific accession to scientific concepts, have perpetuated this state of affairs. This book offers a very different perspective, however. It has its roots in the work of cultural-historical activity theorists, who, since Vygotsky, have assumed that any higher cognitive function existed in and as a social relation first. Accepting this precept removes any lower limit we may deem appropriate on children’s cognitive engagement with science-related concepts. The authors describe and analyze the ways in which children aged from one to five grapple with scientific concepts, and also suggest ways in which pre-service and in-service teachers can be prepared to teach in ways that support children’s development in cultural and historical contexts. In doing so, the book affirms the value of cultural-historical activity theory as an appropriate framework for analyzing preschool children’s participation in science learning experiences, and shows that that the theory provides an appropriate framework for understanding learning, as well as for planning and conducting training for pre-school teachers.

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Page Count

229

Publisher

Springer Science & Business Media

Published Date

ISBN 10

9400751869

ISBN 13

9789400751866

Science Education during Early Childhood

A Cultural-Historical Perspective

By: Wolff-Michael Roth,Maria Ines Mafra Goulart,Katerina Plakitsi

Write a review Read reviews Take a Quiz Solve Book Puzzle

Science Education during Early Childhood

A Cultural-Historical Perspective

By: Wolff-Michael Roth,Maria Ines Mafra Goulart,Katerina Plakitsi

Children’s learning and understanding of science during their pre-school years has been a neglected topic in the education literature—something this volume aims to redress. Paradigmatic notions of science education, with their focus on biologically governed development and age-specific accession to scientific concepts, have perpetuated this state of affairs. This book offers a very different perspective, however. It has its roots in the work of cultural-historical activity theorists, who, since Vygotsky, have assumed that any higher cognitive function existed in and as a social relation first. Accepting this precept removes any lower limit we may deem appropriate on children’s cognitive engagement with science-related concepts. The authors describe and analyze the ways in which children aged from one to five grapple with scientific concepts, and also suggest ways in which pre-service and in-service teachers can be prepared to teach in ways that support children’s development in cultural and historical contexts. In doing so, the book affirms the value of cultural-historical activity theory as an appropriate framework for analyzing preschool children’s participation in science learning experiences, and shows that that the theory provides an appropriate framework for understanding learning, as well as for planning and conducting training for pre-school teachers.

Average ratings

N/A

5

0%

4

0%

3

0%

2

0%

1

0%

Solve jigsaw puzzle

Age

Page Count

229

Publisher

Springer Science & Business Media

Published Date

ISBN 10

9400751869

ISBN 13

9789400751866