This book moves beyond the traditional constructivist and
social-constructivist view of learning and development in science.
It draws upon cultural-historical theory in order to theorise early
childhood science education in relation to our currently globalised
education contexts. The book argues that concept development in
science for young children can be better theorised by using
Vygotsky’s concept of Imagination and creativity, Vygotsky’s
theory of play, and his work on higher mental functions,
particularly the concept of inter and intrapsychological
functioning. Key concepts are extracted from the theoretical
section of the book and used as categories for analysis in
presenting evidence and new ideas in the second section of the
book. In this second part of the book, the authors examine how
science knowledge has been constructed within particular countries
around the globe, where empirical research in early childhood
science education has occurred. The third part of the book examines
the nature of the encounter between the teacher and the child
during science learning and teaching. In the final part of the book
the authors look closely at the range of models and approaches to
the teaching of early childhood science that have been made
available to early childhood teachers to guide their planning and
teaching. They conclude the book with a theoretical discussion of
the cultural-historical foundation for early childhood science
education, followed by a model of teaching scientific concepts to
young children in play-based settings, including homes and
community contexts.
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