Early Childhood Science Education from 0 to 6
A Literature Review
Bibliographic Data
| ID | 22047438 |
|---|---|
| Authors | Gillian O’Connor (0000-0002-4665-3678, Monash University, corresponding author), Glykeria Fragkiadaki (0000-0001-7280-783X, Monash University), Marilyn Fleer (0000-0002-1224-5510, Monash University), Prabhat Rai (0000-0001-9344-2614, Monash University) |
| Year | 2021 |
| Volume | 11 |
| Issue | 4 |
| Pages | 178 |
| Publication date | 2021-04-08 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci11040178 |
| OpenAlex | W3139965841 |
| Language | EN |
| Citations received | 21 |
| References cited | 60 |
Over the past three decades, our understanding of science learning in early childhood has improved exponentially and today we have a strong empirically based understanding of science experiences for children aged three to six years. However, our understanding of science learning as it occurs for children from birth to three years, is limited. We do not know enough about how scientific thinking develops across the first years of life. Identifying what we do know about science experiences for our youngest learners within the birth to three period specifically, is critical. This paper reviews the literature, and for the first time includes children in the birth to three period. The results are contextualised through a broader review of early childhood science education for children aged from birth to six years. Findings illustrated that the empirical research on science concept formation in the early years, has focused primarily, on children aged three to six years. The tendency of research to examine the process of concept formation in the birth to three period is also highlighted. A lack of empirical understanding of science concept formation in children from birth to three is evident. The eminent need for research in science in infancy–toddlerhood is highlighted
Developmental psychology · Early childhood · Early childhood education · Mathematics education · Nature of Science · Science education · Child and Animal Learning Development · Early Childhood Education and Development · Psychology · Science Education and Pedagogy
Early science education for toddlers (1–3-year-olds) in natural environments – exploring the perspectives of early childhood teachers in Norway
Learning to Teach Science Through Water-Related Content
Uncovering Science Education in Australian Early Childhood Teacher Qualifications
Preschool Children's Science Learning and Retention in a 5E ‐Based Inquiry Framework
The Effects of Early Childhood Science Educational Interventions on Children’s Science Achievement
The effects of children’s participation and co-creation in science
Deepening Our Knowledge about Sustainability Education in the Early Years
Research Trends and Development Perspectives in Early Childhood Science Education
Young Children’s Self-Regulated Learning Benefited from a Metacognition-Driven Science Education Intervention for Early Childhood Teachers
Development of Food Competence in Early Childhood Education
Inquiry-Based Activities with Woodlice in Early Childhood Education
Exploratory behavior of children aged 0–3 with a magnetism-based activity
Playful science
Effectiveness of Early Childhood Science Activities in Promoting Scientific Literacy
Comparing the impact of physical and virtual manipulatives in different science domains among preschoolers
A cultural‐historical study of how educators create conditions for infant and toddler learning in science
Rising to the concrete
The role of imagination in science education in the early years under the conditions of a Conceptual PlayWorld
Preschool science practices – exploring the role of science-oriented teacher education, teacher’s views, and preschool context
Contradictions and roadblocks
Preschoolers' Scientific Curiosity and Inquiry Capabilities
Should Science be Taught in Early Childhood?
A Theory of Causal Learning in Children
Understanding the complexity of young children's learning and development in science
Genetic Research Methodology Meets Early Childhood Science Education Research
Children’s learning about water in a museum and in the classroom
Is physicality an important aspect of learning through science experimentation among kindergarten students
Science as the center of a coherent, integrated early childhood curriculum
Children's knowledge of astronomy and its change in the course of learning
Two approaches to teaching young children science concepts, vocabulary, and scientific problem-solving skills
Narrative and Paradigmatic Explanations in Preschool Science Discourse
Reconstructing constructivism
Reading Picture Books and Learning Science
| Unique citing works | 21 |
|---|---|
| Citations per year | 4,2 |
| Citation span | 2021 - 2026 (6) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 20 |