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Science Education in the Early Years:
Understanding and addressing potential
Presentation based on Task 2.2 Review of Science and Mathematics Education in Preschool and
Early Years of Primary Education and D3.2 Mapping and Comparing Recorded Practices
Coordinator: Ellinogermaniki Agogi, Greece: Dr. Fani Stylianidou http://www.creative-littlescientists.eu
Lead partners: Institute of Education, University of London, UK:
Dr. Esmé Glauert, Dr. Andrew Manches
Contributing partners: Ellinogermaniki Agogi: Fani Stylianidou, Dimitris Rossis, Open University, UK: Anna Craft, Teresa Cremin,
Jim Clack; Bishop Grosseteste University College Lincoln, UK: Ashley Compton, Jane Johnston, Alison Riley; University of Eastern
Finland: Sari Havu Nuutinen; University College Aarteveldehogesschool, Belgium: Hilde Van Houte, Kirsten Devlieger, Marike
De Smet; Goethe University Frankfurt: Annette Scheersoi; Univerisity of Minho, Portugal, Manuel F.M. Costa, Paulo Varela;
National Institute for Laser, Plasma and Radiation Physics: Dan Sporea, Adelina Sporea: Université de Picardie Jules Verne,
France: Olga Megalakaki; University of Malta: Suzanne Gatt.
Project Partners
Purposes of review
Role in CLS project
Inquiry and creativity growing focus in policy
Limited examination in relation to Early Years education
Purposes of review
• Draw together growing evidence about science learning in
the early years
• Examine potential for inquiry, how it might be recognised
and fostered
• Reflect on what this adds to debate about inquiry and
emphasis on creativity
• Consider implications for policy, practice, research
Collaborative Approach to review
Partner involvement/feedback at each stage
Scoping and
discussion
first project
meeting
Proposed
questions
and structure
for review
Partner
contributions
to
Bibliography
and rubrics
Draft outline
and key
points
Further
contributions
to
Bibliography
and
References
Full draft
Final report
Fields of Inquiry
• Focus in policy at EU level and in partner countries –
science and early years education
• Growing research in field of early years science
• Influence of research in Sociologies of Childhood –
changing perspectives on children’s rights and
capabilities
Bridging perspectives from diverse fields: Science, Early Years, Creativity
Exploring interconnections between: Policy, Research and Practice
Areas for investigation
in CLS
Rationale for early
years science
New insights into
learning and teaching
Issues and
implications
• Rationale for science education
• Changing perspectives on young children
• Aims for science education in the early years
• Perspectives on science development and learning
• Role of the teacher – environment, scaffolding
• Assessment – new roles and priorities
• Beyond the rhetoric of creativity – reviewing potential
• Issues in policy and practice
• Implications for research in CLS
Rationale and aims
for science education
• Economic imperatives
• Scientific literacy for citizens
• Technological developments
(See for example: European Commission (2006, 2011), Harlen (2008), Millar and Osborne (1998).)
Implications for aims of science education
–
–
–
–
Focus on nature of science
Community
Positive attitudes
Inquiry Based Learning
Aims for science and
mathematics education
1.
2.
3.
4.
Know use and interpret scientific explanations of the natural world
Generate and evaluate scientific evidence and explanations
Understand the nature and development of scientific discourse
Participate productively in scientific practices and discourse
In what ways might these goals be appropriate in early years science?
How might you recognise young childrens’ emerging capabilities?
Changing perspectives
on young children
• Children’s rights – (Mayall, 2004)
• Early cognitive abilities – insights from new methodologies
(For example Angelillo et al. 2007, Robbins 2005, Roth 2000)
• Theories of cognition – changing epistemological
perspectives(Alexander 2007, Duit and Treagust 2003)
• Impact of early educational experiences (Eshach and Fried 2005, Sylva 2009)
Implications for science in the early years
–
–
–
–
Respecting children’s ideas
Build on experiences and motivations
Adopt holistic perspective of learning
Promote positive dispositions, skills and language
Science development
and learning
Cognitive, social and emotional dimensions
Cognitive factors
• Early drive to explain (Baillargeon 2009, Gopnik et al 2001)
• Children’s potential in inquiry (Metz 2004)
• Evidence of metacognitive capacities (Coltman 2006, Goswami and Bryant 2007)
Social factors
• Ability to participate in joint inquiry and dialogue about learning
(Brown and Campione 1994, Gallas 1995, Siry and Lang 2010)
Emotional factors
• Importance of affective factors, impact of motivation (Alsop and Watts 2003,
Goswami and Bryant 2007 )
However capacities revealed and supported through interactions in the
physical environment and social environment
Teacher’s role
Siraj-Blatchford et al, (2002)
Emphases in
the environment
• Rich opportunities for play and exploration
• Materials to explore
• Connections to outdoor and informal learning (Maynard and
Waters 2007, Murphy and Beggs 2005)
• Modes of expression and representation (Manches et al 2010,
Brooks 2009 , Worthington and Carruthers 2003)
• Importance of community, fostering collaboration (Gallas
1995, Siry and Lang 2010,)
• Roles of digital technologies (Plowman and Stephen 2005)
• Time to develop ideas and inquiries (Glauert 2005, Metz 2004)
Nuanced role of the teacher
• Reviewing Piagetian legacies (Metz 1995)
• Assumptions about innate curiosity, neglect of
diversity, cultural assumptions (Fleer 2006, Harris & Williams
2007)
• Varying roles for adult – responsive partnerships
(Siraj-Blatchford & Sylva 2004)
• Taking the content of children’s inquiries
seriously (Feasey 1994, Fleer 2009)
• Developing metacognitive awareness, fostering
alternative strategies and explanations (Siry and Lang
2010)
Varied roles over time
Kind and Kind 2007, Ryder 2011
Ear Gongs
Rocket Mice
http://www.sciencemuseum.org.uk/educators/classroom_and_homework_resources.aspx
Problem solving & agency
(Barrow 2010)
Learner poses a
question
Question
provided by
teacher
Assessment as a process
supporting learning and teaching
• Evaluating own and others’ ideas, metacognition, reflecting
on learning within a community – self and peer assessment
• Dialogue and feedback to develop shared understandings.
• Vital to inform sensitive and responsive approach to early
years teaching
• Multimodal approaches, including use of digital
technologies for representing and expressing thinking
• Importance of holistic approach – social, emotional as well
as cognitive dimensions
• Assessment in meaningful contexts
Key themes
•
•
•
•
•
•
Children’s potential to engage in generation and evaluation of ideas
Importance of reflection and discussion of alternative ideas in developing new
understandings, role of imagination
Social and emotional factors and partnerships in developing understanding collaboration associated with inquiry and creativity
Need for sensitive scaffolding over time – challenge to traditional roles for the
adult – varying forms of partnership
Varied forms of expression and representation
Complexities of the issues involved – tensions between efficiency and innovation,
challenge to traditional roles
Role of creativity….
Leads to our tentative definition…..
‘Generating and evaluating alternative ideas and strategies within a community’
Implications
for research
Research processes
• Multimodal approaches sensitive to children’s capabilities
• Involvement of children in research processes
• Worked examples to capture complexities of practice over time
Examples of issues to consider
• Design and resourcing of the environment inside and out to promote inquiry
• Types of materials to help children externalise their thinking
• Forms of questioning appropriate with young children to encourage consideration of
and evaluation of alternative ideas
• How productive collaboration between children can be fostered.
• The extent to which we should focus on the nature of Science
• Young children’s capacities for peer and self assessment
• How to capture multimodal, contextual assessment information that can identify
progress and have external validity
Issues in policy
and practice
• Lack of guidance in translating high level rhetoric related to inquiry
and creativity into specific classroom practices
• Lack of coherence in policy - for example tensions between
rationale and assessment requirements
• Practical issues such as time, resources, staffing, diversity individual
needs
• Assessment particularly under-developed in both policy and
practice
• Need for continuing professional development
• WP3 explores these issues in more detail based on survey policy
and teachers’ views
• Translating rhetoric
• Tuning into children’s learning
• What to scaffold and how?
Acknowledgements
Presentation based on work undertaken as part of the: CREATIVE LITTLE SCIENTISTS PROJECT:
Enabling Creativity through Science and Mathematics in Preschool and First Years of Primary Education
Coordinator Ellinogermaniki Agogi, Greece: Dr. Fani Stylianidou http://www.creative-little-scientists.eu
Task 2.2 Review of Science and Mathematics Education in Preschool and Early Years of Primary School:
Addendum to Deliverable 2.2 – 1 of 4
D3.2 Report on Mapping and Comparing Recorded Practices
Lead partners Esmé Glauert and Andrew Manches, Institute of Education, University of London
Contributing partners: Ellinogermaniki Agogi: Fani Stylianidou, Dimitris Rossis, Open University, UK: Anna Craft, Teresa Cremin, Jim
Clack; Bishop Grosseteste University College Lincoln, UK: Ashley Compton, Jane Johnston, Alison Riley; University of Eastern
Finland: Sari Havu Nuutinen; University College Aarteveldehogesschool, Belgium: Hilde Van Houte, Kirsten Devlieger, Marike De
Smet; Goethe University Frankfurt: Annette Scheersoi; Univerisity of Minho, Portugal, Manuel F.M. Costa, Paulo Varela; National
Institute for Laser, Plasma and Radiation Physics: Dan Sporea, Adelina Sporea: Université de Picardie Jules Verne, France: Olga
Megalakaki; University of Malta: Suzanne Gatt.
This publication/presentation reflects the views only of the authors, and the Commission cannot be held
responsible for any use which may be made of the information contained therein.
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Abstract submitted
Here for information only -good abstract need to
extract key messages based on subsequent work on 2.2 and 3.2
Aims of Paper 1: Science and Mathematics Education in the Early Years Esmé Glauert and Andrew Manches, IoE
In understanding how the term creativity contributes to policy and practice in Early Science and Mathematics Education, it is first important
to consider developing perspectives on the nature of these subjects and early childhood. Perspectives on Education, informed by the political
and economic landscape, emphasise innovation, democratic participation and the need to motivate learners in interactions between content
and process in learning. Meanwhile, there is a greater recognition of young children’s capabilities, their rights of participation and the
important impact of Early Years Education on children’s developing aptitudes and attitudes. These changing perspectives suggest that
creativity, which emphasises the processes of generating and evaluating new, more personal, ideas, may have value. Yet realising this value
requires greater understanding of how creativity maps on to research in this area of learning.
Research over the last twenty years suggests a tendency to underestimate children’s predispositions in Science and Mathematics, and the
value of informal preschool experiences. Children draw on these experiences in making sense of the more formal ideas presented at school.
Whilst young children may find it hard to verbalise their ideas, they may be able to communicate through other modes, such as gestures,
visualisations or actions. Young children are not only able to express different ideas but can reason through them at a basic level, although
the metacognitive demands may be challenging. This process of evaluation is significant in fostering meaning in children’s learning; helping
them to understand how one strategy, explanation or approach may be preferable to another.
Research therefore highlights young children’s potential for generating and evaluating alternative ideas, however, the teacher plays a key role
in realising this potential. As well as providing materials and activities, indoors and out, to help children explore and articulate their thinking
through different modes, teachers can foster dialogue with and between children. Significantly, teachers can scaffold children’s thinking:
reducing the cognitive demands involved in engaging with multiple ideas, and modelling ways of reasoning. The effectiveness of teacher’s to
support will be determined by a range of factors, notably approaches to assessment (that recognise children’s diverse forms of expression)
including digital tools to help both children and teachers to capture and reflect upon thinking.
Whilst many themes discussed are reflected in existing approaches, notably inquiry-based education, emphasising the value of generating
and evaluating alternative ideas does signal a role for creativity in Early Science and Mathematics Education.