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But is it science?
Mike Watts1, Saima Salehjee1, Jane Essex1
1Department of Education, Brunel University London , London , UK.
Early Child Development and Care
|April 11, 2017
Summary
Early years science education involves more than just inquiry. Focusing on empirical question-asking, transgressive play, and good thinking offers a deeper, science-aligned approach for young children.
Area of Science:
- Early childhood education
- Science education pedagogy
Background:
- Early years science education is a constructed curriculum, not pure science.
- Inquiry-based learning is valuable but not exclusively scientific.
Purpose of the Study:
- To identify core scientific elements beyond inquiry for early years.
- To propose three key logico-mathematical constructions for early science.
Main Methods:
- Conceptual analysis of early science education.
- Identification and discussion of three core scientific practices: empirical question-asking, transgressive play, and good thinking.
Main Results:
- Empirical question-asking aligns with scientific investigation.
- Transgressive play fosters rule-breaking and creative problem-solving.
- Good thinking encompasses logical reasoning and critical evaluation.
Conclusions:
- Early science education can be enhanced by focusing on these logico-mathematical constructions.
- Educators need training to implement these deeper scientific approaches.
- Shaping early science requires a shift towards foundational thinking skills.