Early Childhood Science

Abstract

In this review, early childhood is defined as children from birth to eight years of age. This age range covers before school years, including child care, and the beginning years of formal schooling. These early years of life are considered crucial in shaping a child’s ability to learn and to think creatively. From birth onward, children actively explore their world as they attempt to make sense of what is around them. Due to its capacity to engage and stimulate children, science education in the early years has been recognized for its potential to improve many aspects of their cognitive and social development, including promoting the development of scientific thinking and science skills and encouraging positive attitudes toward science. Recognition of the importance of providing science-related experiences for young children, the acknowledgement of young children’s science competence, the provision of greater voice for young children, and more appropriate methodologies for working with young children that embrace their multiple ways of knowing have seen an increase in research in early childhood science learning since the early 2000s. This bibliography relates to early childhood science in the 21st century and focuses on the teacher, young children, and the environment in relation to the teaching and learning of science. In an attempt to present the wide range of research that has been published in this area, the bibliography covers different contexts, paradigms, and methodologies.