This book moves beyond the traditional constructivist and social-constructivist view of learning and development in science. It draws upon cultural-historical theory in order to theorise early childhood science education in relation to our currently globalised education contexts. The book argues that concept development in science for young children can be better theorised by using Vygotsky s concept of Imagination and creativity, Vygotsky s theory of play, and his work on higher mental functions, particularly the concept of inter and intrapsychological functioning. Key concepts are extracted...
This book moves beyond the traditional constructivist and social-constructivist view of learning and development in science. It draws upon cultural-hi...
In the final part of the book the authors look closely at the range of models and approaches to the teaching of early childhood science that have been made available to early childhood teachers to guide their planning and teaching.
In the final part of the book the authors look closely at the range of models and approaches to the teaching of early childhood science that have been...
Over the past few decades, a growing body of literature has developed which examines children s perspectives of their own lives, viewing them as social actors and experts in their understanding of the world. Focusing specifically on narratives, this book provides an analysis of these new directions in contemporary research perspectives to explore the lived experience of children and teachers in early childhood education. The editors showcase international research to highlight the importance of narrative and young children from local and global perspectives in order to critically reflect...
Over the past few decades, a growing body of literature has developed which examines children s perspectives of their own lives, viewing them as so...
