Playful Science Investigations in Early Childhood: A Longitudinal Case Study (SpringerBriefs in Education)

This book showcases a case study of the development of a generalist early childhood education (ECE) teacher into a confident and competent teacher of science in early childhood with support from a mentor. It argues that with guided mentoring, and later, timely support of a mentor as and when required, ECE teachers can deliver the curriculum, teach science by providing opportunities to explore and then build on children’s interest through intentionally planned activities, dialogue, and discourse. It presents a comprehensive literature review and research design including theoretical frames and methodology. It includes a chapter on teacher development and discusses different approaches to science investigations practiced by the teacher in the case study. The book provides evidence of children’s science learning and presents the findings as response to research questions. It also includes a model of teaching as inquiry in the context of early childhood education. Acknowledgements Abstract Contents 1 Playing Teaching and Learning Through Science Investigations 1.1 Introduction 1.2 Science Education in Early Childhood 1.3 Teacher Knowledge and Practice 1.4 Teacher Professional Development 1.5 Play-Based Science Teaching and Learning in ECE 1.6 Science Investigation in New Zealand Schools 1.7 Science Investigations in Early Childhood Education 1.8 Early Childhood Education in New Zealand 1.8.1 Kōhanga Reo 1.9 Te Whāriki—Our Bilingual, World Leading Curriculum 1.10 Two Approaches to Teacher Development; Coaching and Mentoring 1.11 Learning Stories 1.12 Summary References 2 Research Design and Methodology 2.1 Theoretical Framework 2.1.1 Communitas 2.1.2 Sociocultural Theory 2.1.3 Social Constructivism 2.2 How the Three Theoretical Approaches Informed This Research 2.3 Research Questions 2.4 Methodology 2.5 Methods 2.5.1 Teacher Interviews 2.5.2 Mentor Diaries 2.5.3 Teacher Planning 2.6 Data Analysis 2.7 Validity and Reliability 2.8 Researcher Reflexivity References 3 Teaching Science in Early Childhood 3.1 Introduction 3.2 From Fear to Fascination of Teaching Science 3.3 Analysis of the Above Three Teaching and Learning Experiences 3.4 Analysis of Fruit of the Week Activity Over the Period of the Research 3.5 Teaching as Inquiry 3.5.1 Growing as a Science Teacher of Little Children 3.6 Science Teaching Inquiry Cycle 3.6.1 Evidence of Planning and Gathering Evidence 3.7 Analysis of the Mentoring Data 3.7.1 Mentor Reflection Analysis 3.7.2 Analysis of Teacher Interview Data 3.8 Summary References 4 Research Evidence of Children Playing and Learning to Investigate 4.1 Introduction 4.2 Presentation of Learning Stories and Teacher-Learner Learning Conversations 4.2.1 Children’s Experiences of Different Approaches to Investigation 4.3 From Situational Interest to Personal Interest 4.3.1 Exploring Snails, Creating Situational Interest 4.3.2 Martin’s Personal Interest 4.3.3 Cameron’s Personal Interest in Growing Sunflowers 4.4 Summary References 5 Discussion of Emerging Themes 5.1 Emerging Themes 5.1.1 Understanding and Implementing the Intentions of Our World Leading Curriculum 5.1.2 Teacher as a Learner—The Key to Professional Development 5.1.3 Mentor as Both Teacher and Learner 5.1.4 Exploration, Playing, and Learning Science Through Investigation 5.1.5 Ways of Making Sense of Our Natural World Through the Adoption of Mātauranga Māori, Science, and Other Perspectives 5.1.6 Theories and Practices; Communitas, Socio-cultural Theory and Social Constructivism 5.1.7 Learning Stories to Learning Conversations 5.2 Summary References 6 Conclusion and Final Thoughts 6.1 Introduction 6.2 Answers to the Research Questions 6.2.1 What Teacher and Mentor Interactions Support ECE Teacher’s Science Teaching Pedagogy? 6.2.2 How Can Teacher Inquiry into Their Practice Build Their Science Knowledge, Knowledge About Science, and Nature of Science Investigation? 6.2.3 In What Ways Can Science Investigations Support Children to Make Sense of the Physical Natural World from a Scientific Perspective? 6.2.4 In What Ways Can Science Investigations Be Integrated into an ECE Learning Programme and Support children’s Literacy Learning and Their Holistic Development? 6.3 Complexity of Policy, Implementation, and Practice 6.4 Final Thoughts References Glossary