Understanding Preschool Emergent Science in a Cultural Historical Context through Activity Theory

Autor/inn/en	Sundberg, Bodil; Areljung, Sofie; Due, Karin; Ekström, Kenneth; Ottander, Christina; Tellgren, Britt
Titel	Understanding Preschool Emergent Science in a Cultural Historical Context through Activity Theory
Quelle	In: European Early Childhood Education Research Journal, 24 (2016) 4, S.567-580 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2014.978557
Schlagwörter	Cultural Influences; Preschool Teachers; Science Instruction; Social Theories; Qualitative Research; Group Discussion; Observation; Video Technology; Recall (Psychology); Teaching Methods; Science Activities; Foreign Countries; Creativity; Sweden + Suchen Sie Ihr Suchwort? Cultural influence; Kultureinfluss; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Gesellschaftstheorie; Qualitative Forschung; Gruppendiskussion; Beobachtung; Abberufung; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Kreativität; Schweden
Abstract	The aim of this study is to explore how cultural factors interact with preschool teachers' shaping of activities with science content, and also how Activity Theory (AT) as a theoretical framework can be useful for examining interrelations within preschool systems. Qualitative data was collected from three preschools in the form of guided group discussions with preschool teachers, observations and video recordings of activities, and stimulated recall discussions based on the recorded practices. The preschools displayed diverse approaches for experiencing and learning science, some with great creativity. In all preschools learning was integrated with care, upbringing and play. To support children's interest and confidence was central. How science activities were shaped mainly depended on how children's interests were allowed to govern practice. The use of AT as an analytical tool was proven to be effective in identifying the elements, relationships and tensions crucial for understanding the framing of science activities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01