Preparing Teachers for Early Childhood Science Teaching
In this chapter, we present a teacher training program for the realization of the perspectives and the limitations of a CHAT approach. We analyze the curriculum scene as a matter of activity and trace the potentialities and limitations of the concept of activity|activism to become the central organized cell in|for early childhood teacher training programs. In the program exemplifying our approach, the development of communicative skills, collaborative and creative work, problem solving, and critical thinking is among the priorities of the curriculum planning and development. In|for early grades, learning and knowing different subjects – for example, language, mathematics, studies of the environment, drama, music, and physical education – are not considered as independent fields but as resources that are mobilized in integrated activity. In this program, preservice early childhood teachers are familiarized with different types of learning environments – for example, labs, schools, museums, and environmental parks. They also adapt and adopt analytical methods of the interactions when science education occurs. They are trained to analyze children’s arguments as well as the use of childhood daily cultural tools, as cartoon animations. Dealing with scientific concepts with the aid of a popular cartoon character contributes to better understanding of science, connecting with cultural knowledge, and building a strong interactive network in order to achieve meaningful learning.
KeywordsEarly Childhood Science Education Preservice Teacher Prospective Teacher Future Teacher
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