Abstract
ABSTRACTIn this study, Activity Theory (AT) is used to analyse general patterns for how cultural and historical factors interact with the shaping of science activities in preschools. Data was produced from field notes, video observations, video stimulated recall group discussions and individual interviews with preschool teachers at fourteen preschool units, where science activities were described as a common feature of the practice. Two factors were found to be particularly important for how and whether science learning opportunities were afforded the children: the structure of the preschool community and the type of educational culture within it. In communities characterised by weak mutual commitment and without joint understanding of the purpose of the activities, the science learning objects of the activity often became fragmented and thereby elusive. This was also true for strong communities, with a shared approach and a joint understanding of the purpose of the science activities, but with educational cultures where science learning was not actively supported. In contrast, a strong community combined with an educational culture that allowed teachers to lead and intentionally frame the science content, offered child-centred science activities with clear science learning objects.
Highlights
As in many other countries, Swedish preschools are currently moving towards an early childhood education that places more emphasis on learning specific subjects
Science learning opportunities afforded to the children in relation to the structure and educational culture of each preschool community
Our results show that in order for children to be afforded with clear science learning opportunities in preschool, the community needs to be strong and include an educational culture that allows teachers to lead and intentionally frame the science content
Summary
As in many other countries, Swedish preschools are currently moving towards an early childhood education that places more emphasis on learning specific subjects. The greater emphasis on science teaching in the preschool has given rise to questions about how to shape preschool practices in ways that provide for science learning. Siraj-Blatchford (2001) has suggested that the early learning of science needs a new curriculum that accepts the diversity of children’s experiences, interests and development. He has suggested the term emergent science to emphasise the differences between preschool science and school science. Very few studies have explored the diversity of science activities that take place in preschools today, the factors that affect the different pedagogical choices of the preschool staff, and the outcomes in terms of science learning opportunities afforded to the children
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