Preschool teachers’ approaches to science: a comparison of a Chinese and a Norwegian kindergarten

Abstract

This comparative study examines the way in which preschool teachers support children's science learning in a Chinese and a Norwegian kindergarten. The study takes an ethnographic approach. Preschool teachers from one kindergarten in Shanghai and one in Bergen were asked to videotape educational activities that focused on science in their kindergartens. These videos, as well as videos taken by the researchers, were used as a starting point for semi-structured group interviews with the preschool teachers. Our aim was to explore the science-oriented activities, strategies and objectives; and some of the sociocultural factors that might influence the preschool teachers’ practices. Closer analysis, which took into consideration cultural values and traditions, revealed clear links between culture and practice.