Teachers’ Reflections on Their Changing Roles and Young Children’s Learning in Developing Creative, Inquiry-Based Approaches in Science Education

Abstract

AbstractThis chapter is based on work conducted during the Erasmus+ KA2 project Creativity in Early Years Science Education (CEYS) (2014–2017). It draws on teachers’ action research and curriculum development and examines their reflections on children’s learning progress in relation to inquiry and creativity, as well as on their own changing professional roles, with links to the synergies between inquiry-based and creative approaches to science. The results report on ways in which teachers are opening up their practices to enhance opportunities for inquiry and creativity in children’s learning. They also show shifts in teachers’ conceptions about the importance of early years science, the role of creativity and young children’s capabilities in science learning. Overall, findings illustrate the potential of learning both from and through research, bringing together knowledge from research and knowledge from practice, to offer new insights into classroom practices and promote developments in learning and teaching.KeywordsChildren’s creativityInquiryLiterature review