Science Education During the Early Childhood Years

Abstract

This chapter examines research literature from the most recent decade that focuses on science education during the early childhood years, with a goal of elucidating recent developments and new directions in the field. It looks across a wide range of studies to find patterns and themes in the literature, guided by the goal of drawing implications with relevance for future research, teacher education, and teaching practice. Opportunities for science education at early childhood levels can support children’s cognitive, social, and emotional development, building from children’s curiosities to provide foundations for later science learning. Early childhood research in science education has continued to focus on components of practices that are developed independently from the content, called process skills, such as asking questions, observing, recording observations, comparing, identifying patterns, and communicating. School cultures shape what can be accomplished in science education, and classroom cultures that orient toward science inquiry provide opportunity for young children to learn science through open-ended and authentic opportunities.