Abstract
Over the past three decades, our understanding of science learning in early childhood has improved exponentially and today we have a strong empirically based understanding of science experiences for children aged three to six years. However, our understanding of science learning as it occurs for children from birth to three years, is limited. We do not know enough about how scientific thinking develops across the first years of life. Identifying what we do know about science experiences for our youngest learners within the birth to three period specifically, is critical. This paper reviews the literature, and for the first time includes children in the birth to three period. The results are contextualised through a broader review of early childhood science education for children aged from birth to six years. Findings illustrated that the empirical research on science concept formation in the early years, has focused primarily, on children aged three to six years. The tendency of research to examine the process of concept formation in the birth to three period is also highlighted. A lack of empirical understanding of science concept formation in children from birth to three is evident. The eminent need for research in science in infancy–toddlerhood is highlighted.
Highlights
We are living in times characterised by an explosion of scientific knowledge [1] and rapid rates of innovation in technology [2]
Research has shown that current early years provisions fail to meet children’s potential [8]; young children’s science learning is not being systematically stimulated [9] and there are significantly fewer opportunities for young children to engage with science activities in comparison to other content areas [10]
Seeking to develop our understanding of a crucial yet largely unknown area of science education research, the current study aimed to review the empirical literature on science concept formation in the birth to three period
Summary
We are living in times characterised by an explosion of scientific knowledge [1] and rapid rates of innovation in technology [2]. It is widely accepted that early science learning experiences are essential for the development of children’s scientific knowledge and inquiry skills [5]. Appropriate scientific work can and should begin as early as possible for all children [5–7]. Research has shown that current early years provisions fail to meet children’s potential [8]; young children’s science learning is not being systematically stimulated [9] and there are significantly fewer opportunities for young children to engage with science activities in comparison to other content areas [10]. Many early childhood teachers feel discomfort when teaching sciences [11], and have expressed concern at the lack of appropriate pedagogical strategies [12,13]. The eminent need to provide more quality and challenging science experiences in early childhood is highlighted [8]
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