Abstract

The importance of science literacy in early childhood greatly influences the development of scientific thinking ability. Early childhood is the most critical learning goal that can be done with a student-centered approach to the classroom. This article discusses the needs of science literacy at an early age. Various investigative processes have been carried out by uncovering qualitative methodology. The interview method was conducted to five early childhood teachers. Teknik data analysis using Heurmeutical analysis and Miles and Huberman models. The results showed that early childhood in the application of science literacy as a learning development program in the classroom requires three aspects that need to be considered, namely: attitude, skills, self-competence in children's cognitive ability, and participation in classroom strategies mapped by teachers. While the needs of learning in the classroom are very important to be done as an effort to improve the competence of teachers to the quality of teaching. In the long term, this research has implications in the field of education, namely the development of teacher competencies on the ability to manage science literacy at an early age.

Highlights

  • Quality in early childhood education has been a major focus of research and program improvement efforts for the past 20 years worldwide [1]

  • This study is proposed to analyze the development of classroom learning programs that focus on developing scientific literacy in early childhood

  • Attitude The results of the interview showed that the five teachers revealed the importance of being believed to be one of the main points in early childhood changes after experiencing scientific literacy learning

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Summary

Introduction

Quality in early childhood education has been a major focus of research and program improvement efforts for the past 20 years worldwide [1]. Positive or negative interactions that children experience with teachers, materials, and peers are the best way to determine and measure quality in a classroom or program [2] [3] [4] [5]. Teaching experience and teachers' awareness of the importance of science as well as potential in the classroom. As a result, limited attention is paid to the teaching of science in early childhood education. Their research emphasized the need to include kindergarten through third grade in advancing science education and suggested some goals for successful K-12 education. Educational institutions must endeavor to produce scientific literate citizens who are able to think critically and creatively to solve complex problems

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