Abstract
Forty years of scholarly thinking has been documented in the Australian Pre-School Quarterly (APQ) and the Australian Journal of Early Childhood (AJEC). Has our thinking changed over the years? Have readers been usefully informed about developments in early childhood pedagogy? This paper provides an analysis of all published papers in early childhood science education in these journals as they relate to the broader literature in science education published elsewhere. Including science education in the early childhood curriculum has challenged early childhood pedagogy and raised many confronting questions about accepted practices. This analysis is revealing and demonstrates the tensions and struggles found in situating science education within an early childhood curriculum.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
