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A Cultural-Historical Study of Children Learning Science pp 23–37Cite as

How Preschools Environments Afford Science Learning

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Part of the book series: Cultural Studies of Science Education ((CSSE,volume 11))

Abstract

This chapter specifically examines how science learning is afforded as a result of children being in preschool environments. Wondering is introduced as a way of conceptualizing how young children and teachers can interact to support science learning. The literature is examined in order to determine what science learning is possible through the different areas within the outdoor area, and the different areas within the centre. The concept of sciencing is drawn out of the literature and is used for analysis in a study of 3–5 year old children’s learning science. Formal sciencing [composting (decomposition]), informal sciencing (prism on window sill [refracting light]) and incidental sciencing (textured path and chalk [force]), are discussed. The research introduced also noted how science can be foregrounded as part of the traditional areas within the preschool (Sensory garden [herbs – use, growth and care]). In addition, it was noted that science areas can be specifically organised through building science infrastructure into the centre (light area [blocking light, light reflecting and refracting]). Importantly, this chapter also shows how the using of science in everyday life in the centre (e.g. weather watching) affording science learning amongst preschool children.

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Authors and Affiliations

  1. Monash University, Frankston, VIC, Australia

    Marilyn Fleer

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  1. Marilyn Fleer
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Fleer, M. (2015). How Preschools Environments Afford Science Learning. In: A Cultural-Historical Study of Children Learning Science. Cultural Studies of Science Education, vol 11. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-9370-4_2

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