Abstract
This chapter explores ways in which children begin to learn science, in its different manifestations, from their earliest days. It recognises that science is inextricably intertwined with other STEM subjects. Above all, it stresses the importance of hearing the voice of the child, not ignoring it and their own understandings, listening to the child, not just telling them things, scaffolding their scientific literacy development and acquisition of science capital. The importance of out-of-school learning is recognised, including in museums of the widest genre. In the beginning, the youngest children observe and make sense of their world, including the science action in their lives, leading to science understanding upon which the theory can be built if formal education is available. The earliest interactions with everyday science are experiences, but are also the foundation for future understanding and learning. These are the foundation upon which science teachers can build to assist the learner in school in constructing the knowledge of the curriculum.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Abrahams. I. (2021). Is science for all a flight of fancy?, TES, 9th April, 16–19. Retrieved from: www.tes.com
Carruthers, E., & Worthington, M. (2006). Children’s mathematics: Marking marks, making meaning. Sage Publications.
Driver, R. (1983). The pupil as scientist? The Open University.
Eschach, H., & Fried, M. N. (2005). Should science be taught in early childhood? Journal of Science Education and Technology, 14(3), 315–336. https://doi.org/10.1007/s10956-005-7198-9
Gopnik, A. (2012). The philosophical baby: What children’s minds tell us about truth, life and the meaning of life. Random House.
Milford, T., & Tippett, C. (2015). The design and validation of an early childhood STEM classroom observation protocol. International Research in Early Childhood Education, 6(1), 24–37. https://files.eric.ed.gov/fulltext/EJ1150965.pdf
Monteira, S. F., & Jiménez-Aleixandre, M. P. (2015). Practice of using evidence in kindergarten: The role of purposeful observation. Journal of Research in Science Teaching, 53(8), 1232–1258. https://doi.org/10.1002/tea.21259
Osborne, R. J., Bell, B. F., & Gilbert, J. K. (1983). Science teaching and children’s views of the world. European Journal of International Journal of Science Education, 23(8), 847–862.
Riede, F., Johannsen, N., Hogberg, A., Nowell, A., Lombard, M., et al. (2018). The role of play objects and object play in human cognitive evolution and innovation. Evolutionary Anthropology Issues News and Reviews, 27, 46–59. https://doi.org/10.1002/evan.21555
Smith, W. S., McLaughlin, E., & Tunnicliffe, S. D. (1998). Effect on primary level students of Inservice teacher education in an informal science setting. Journal of Science Teacher Education, 9, 123–142. https://doi.org/10.1023/A:1009477616767
Tunnicliffe, S. D. (2020). The progression of children in learning about ‘nature’, our living world. In Hands-on science. Science education. Discovering and understanding the wonders of nature (pp. 216–220). Hands-on Science Network 2020. https://discovery.ucl.ac.uk/id/eprint/10105997/3/Tunnicliffe_Early%20years%20Science%20Biology%20HSCI%202020.pdf
Tunnicliffe, S. D., & Gkouskou, E. (2019). Science in action in spontaneous preschool play: An essential foundation for future understanding. Early Child Development and Care, 91(10), 54–63. https://doi.org/10.1080/03004430.2019.1653552
Vartiainen, J., & Kumpulainen, K. (2020). Playing with science: Manifestation of scientific play in early science inquiry. European Early Childhood Education Research Journal, 28(2), 1–14. https://doi.org/10.1080/1350293X.2020.1783924
Further Reading
Bruce, T., McNair, L., & Whinnett, J. I. (2021). Putting the story telling at the heart of early childhood practice. A reflective guide for early years practitioners. Routledge.
Clarke, A., & Moss, P. (2001). Listening to young children: The mosaic approach. National Children’s Bureau for the Joseph Rowntree Foundation. http://www.jrf.org.uk/publications/listening-young
Dasgupta, P. (2021). The economics of biodiversity: The Dasgupta review. Abridged version. HM Treasury. www.gov.uk/official-documents
Driver, R., Guesne, E., & Tiberghien, A. (1985). Children’s ideas in science. McGraw Hill.
Flewitt, R., & Ang, L. (2020). Research methods for early childhood education. Bloomsbury.
Gopnik, A. (2011). The philosophical baby: What children’s minds tell us about truth, life and the meaning of life. Random House.
Journal of Emergent Science.. www.ase.org.uk
Katz, P. (2012). Using photobooks to encourage young children’s science identities. Journal of Emergent Science, 2(3), 22–17.
Krapp, A. (1999). Interest, motivation, and learning: An educational-psychological perspective. European Journal of Psychology of Education, 24(1), 23–40. https://www.jstor.org/stable/23420114
Krapp, A., & Prenzel, M. (2011). Research on interest in science: Theories, methods, and findings. International Journal of Science Education, 33(1), 27–50.
McLeod, S. (2020). Maslow’s hierarchy of needs.. https://www.simplypsychology.org/maslow.html
National Science Teachers Association (NSTA). https://www.nsta.org
Pollman, M. J. (2010). Blocks and beyond. Strengthening Early Math and Science through Spatial Learning. Paul. H. Brookes Publishing Co.
Pramling Samuelsson, I., & Asplund Carlsson, M. (2008). The playing learning child: Towards a pedagogy of early childhood. Scandinavian Journal of Educational Research, 52(6), 623–641.
Reiss, M. J., & White, J. (2014). An aims-based curriculum illustrated by the teaching of science in schools. The Curriculum Journal, 25, 76–89. https://doi.org/10.1080/09585176.2013.874953
Roberts-Holmes, G., & Moss, P. (2021). Neoliberalism and early childhood education: Markets, imaginaries and governance. Routledge.
Schiefele, U. (1991). Interest, Learning and motivation. Educational Psychologist, 26, 299–325. https://doi.org/10.1080/00461520.1991.9653136
Smith, P. K. (2010). Children and play. Wiley-Blackwell.
Tunnicliffe, S. D. (2016). Starting inquiry based science in the early years. Look, talk, think and do. (Chapters 2 and 3). Routledge.
UNESCO. (2021). Learn for our planet. A global review of how environmental issues are integrated in education. Open Access. ISBN 978-92-3-100451-3.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2023 The Author(s), under exclusive license to Springer Nature Switzerland AG
About this chapter
Cite this chapter
Tunnicliffe, S.D. (2023). In the Beginning: Interpreting Everyday Science. In: Akpan, B., Cavas, B., Kennedy, T. (eds) Contemporary Issues in Science and Technology Education. Contemporary Trends and Issues in Science Education, vol 56. Springer, Cham. https://doi.org/10.1007/978-3-031-24259-5_11
Download citation
DOI: https://doi.org/10.1007/978-3-031-24259-5_11
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-031-24258-8
Online ISBN: 978-3-031-24259-5
eBook Packages: EducationEducation (R0)