Two approaches to teaching young children science concepts, vocabulary, and scientific problem-solving skills
Bibliographic Data
| ID | 12136266 |
|---|---|
| Authors | Soo Hong (0000-0001-5835-2402, Youth & Family Services, corresponding author), Soo-Young Hong, Karen E Diamond (Purdue University West Lafayette) |
| Year | 2011 |
| Volume | 27 |
| Issue | 2 |
| Pages | 295-305 |
| Publication date | 2011-10-17 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Early Childhood Research Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0885-2006 • E-ISSN: 1873-7706 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.ecresq.2011.09.006 |
| OpenAlex | W2075111984 |
| Language | EN |
| Citations received | 22 |
| References cited | 7 |
Control (management · Intervention (counseling · Linguistics · Mathematics education · Psychological intervention · Teaching method · Vocabulary · Cognitive and developmental aspects of mathematical skills · Computer Science · Early Childhood Education and Development · Psychology · Science Education and Pedagogy · Artificial Intelligence
Young children and tablets
Unveiling young children’s collaborative communication in hands-on problem-solving
Early Childhood Science Education from 0 to 6
Impacts on Head Start Dual Language Learning Children’s Early Science Outcomes
Impact of Spaced Learning on Educational Outcomes in Science Teaching
“Once Upon A Star”
Preschool Children’s Science Learning
Chinese Preschool Teachers’ Use of Concept Development Strategies to Elicit Children’s Higher-Order Thinking During Whole-Group Science Teaching
Relationships among perception of teacher autonomy support, achievement motivations, intellectual risk-taking, and science academic performance
‘You have 25 kids playing around!’
Promoting questioning in early childhood science education
Teaching for conceptual change in preschool science
Teaching and learning floating and sinking
Structure and associations of science vocabulary, general academic vocabulary, and science knowledge
Technology integration for young children during Covid‐19
Dialogic Scientific Gatherings
A systematic review of word selection in early childhood vocabulary instruction
Contradictions and roadblocks
Experimental impacts of a teacher professional development program in early childhood on explicit vocabulary instruction across the curriculum
How the home learning environment contributes to children's early science knowledge—Associations with parental characteristics and science-related activities
Relationships of Teachers’ Language and Explicit Vocabulary Instruction to Students’ Vocabulary Growth in Kindergarten
Preschool teachers' pedagogical content knowledge predicts willingness to scaffold early science learning
Science in the Preschool Classroom
Children’s learning about water in a museum and in the classroom
Science as the center of a coherent, integrated early childhood curriculum
Conceptualization of readiness and the content of early learning standards
Links between parenting styles, parent–child academic interaction, parent–school interaction, and early academic skills and social behaviors in young children of English-speaking Caribbean immigrants
| Unique citing works | 22 |
|---|---|
| Citations per year | 2 |
| Citation span | 2015 - 2026 (12) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 22 |