Early Childhood Science Learning Research Articles

Dipping your toes in the water: early childhood science learning at a beach kindergarten

Dipping your toes in the water: early childhood science learning at a beach kindergarten

Science Learning for Early Childhood Students with Science Games Play

From an early age children must be equipped with various sciences knowledge, including science. This research aims to review various sources about the science play as a form of learning method at the PAUD level as well as knowing the effectiveness of the science play method in learning science learning in early childhood. Science learning is a process that emphasizes skills of acquiring knowledge and developing scientific attitudes. Science learning is a process of understanding the nature of science itself, namely curiosity, process, product and application/attitude. The literature that was collected in the form of journals, articles and books relevant to the topic, then interpret and analyzed the sources, interpretation of the sources and compiled them in a systematically and structured. Early childhood is a period of child development that is interesting to observe. This is because it involves complex processes, both those that occur inside (physiological and psychological) and outside (environment). The science play method is effective in learning science in early childhood, including; it can improve science abilities and science learning outcomes, introduce and improve basic science process skills and improve children's science concepts.

Peningkatan Kemampuan Kognitif Dalam Pembelajaran Sains Anak Usia Dini Melalui Metode Eksperimen

Increasing Cognitive Abilities in Early Childhood Science Learning through Experimental Methods. The aim of this research is to determine learning using experimental methods to improve children's cognitive abilities. This research uses a qualitative approach with a literature review or literature study method. The research data that has been carried out comes from national and international online journals which are published as findings in this research. To conduct this research, various relevant books and reading materials were read, examined and notes were made. The information is then compiled and organized into a theoretical framework. Based on research results, experimental methods have the benefit of increasing students' self-esteem, encouraging a curious mindset, and producing deeper and longer-lasting understanding.

Penerapan Pembelajaran Sains Untuk Anak Usia Dini Dengan di RA Masyithoh Sudagaran

In early childhood education, 6 aspects of development must be developed, namely language, physical motor, cognitive, religious and moral values, art, and every child already has potential that must be developed. This research aims to determine the application of early childhood science learning using experimental methods at RA Masyithoh Sudagaran. The research method used is qualitative descriptive. By being directly involved in learning and data obtained from observations, interviews, observations, teacher discussions and documentation sourced from RA Masyithoh Sudagaran Sapuran. Collected data from which conclusions can be drawn. In this discussion the teacher must prepare the methods, tools and materials that will be used and before that the teacher carries out experiments first so that they can be an example for the children. The results of the research show that the use of experimental methods in science learning at RA Masyithoh Sudagaran Sauran, Wonosobo Regency can improve children’s ability to understand simple science concepts such as mixing colors, make children more active, build children’s interest and increase children’s motivation toward science learning, as well as knowledge and creative thinking.

Pengembangan Sains pada Anak Usia Dini dalam Perspektif Filsafat Ilmu

The astonishing social and economic changes of the past three decades have been heavily influenced by economic developments driven by the application of technology. Researchers aim to develop individuals to recognize the scope of science in early childhood and be able to use fundamental aspects in solving the problems they face. So, the focus of science learning development programs should be aimed at fostering early childhood understanding, interest and appreciation of the world in which they live in these things in general conveying that the development of science learning in early childhood, this type of research includes research on library materials (Library Research) is research conducted in libraries and uses reading materials in the form of books, magazines, or others. Whereas when viewed in terms of the way and level of discussion of problems, this type of research uses Descriptive research, Science has a limited scope on things that can be understood by our senses such as sight, hearing, touch, touch and speech, Science is a series of concepts and conceptual schemes that relate to each other, and grow as a result of experimentation and observation, As well as useful to observe, explore and experiment further

IMPLEMENTASI KEGIATAN MENANAM SAYUR DALAM PEMBELAJARAN SAINS PADA ANAK USIA DINI DIEDUWISATA NDALEM KERTO

The purpose of this study was to find out the implementation of vegetable growing activities in science learning in early childhood at the ndalem kerto tour. This study uses qualitative methods with data collection techniques obtained using observation and interview techniques. Based on the results of the research that planting vegetables can provide children with understanding related to science learning, namely the biological science of plant reproduction, the biological science that plants are living things that need food, and the biological science that plants need sunlight to grow.

Analysis of Scientific Educational Game Tools Implementation for Early Childhood Students in West Nusa Tenggara

This qualitative descriptive study aims to determine the implementation of scientific educational game tools for early childhood in West Nusa Tenggara. Samples were taken using a simple random method from 3 districts in West Nusa Tenggara, which are North Lombok, East Lombok, and West Sumbawa. Data were collected using a questionnaire form. The research data were analyzed using a qualitative descriptive method. The results of this research illustrate the implementation of scientific educational game tools for early childhood in the West Nusa Tenggara province. Based on the data obtained, as many as 14 scientific educational game tools have been found and are suitable for science learning in early childhood. There are 11 types of indoor scientific educational game tools that can be used to stimulate science learning in early childhood and as many as 3 types of outdoor scientific educational game tools that can be used to stimulate science learning in early childhood. The implementation of scientific educational game tools that are in accordance with the science concept is only 28% and was categorized as low. This shows that the teacher's understanding and competency in teaching science with the help of scientific educational game tools is still limited

Local Content Curriculum Model for Early Childhood Scientific Learning

Curriculum material is generally considered the subject matter of information, talents, dispositions, understandings, and principles that make up research programs in the field. At a more complex level, the curricula need to contain historical and socio-political strengths, traditions, cultural views, and goals with wide differences in sovereignty, adaptation, and local understanding that encompass a diversity of cultures, laws, metaphysics, and political discourse This study aims to develop a curriculum with local content as a new approach in early childhood science learning. The Local Content Curriculum (LCC) is compiled and developed to preserve the uniqueness of local culture, natural environment, and community crafts for early childhood teachers so that they can introduce local content to early childhood. Research and model development combines the design of the Dick-Carey and Dabbagh models with qualitative and quantitative descriptive analysis. The results showed that local content curriculum products can be supplemented into early childhood curricula in institutions according to local conditions. Curricula with local content can be used as a reinforcement for the introduction of science in early childhood. The research implication demands the concern of all stakeholders to see that the introduction of local content is very important to be given from an early age, so that children know, get used to, like, maintain, and love local wealth from an early age.
 Keywords: Early Childhood, Scientific Learning, Local Content Curriculum Model

Early Childhood Science Education from 0 to 6: A Literature Review

Over the past three decades, our understanding of science learning in early childhood has improved exponentially and today we have a strong empirically based understanding of science experiences for children aged three to six years. However, our understanding of science learning as it occurs for children from birth to three years, is limited. We do not know enough about how scientific thinking develops across the first years of life. Identifying what we do know about science experiences for our youngest learners within the birth to three period specifically, is critical. This paper reviews the literature, and for the first time includes children in the birth to three period. The results are contextualised through a broader review of early childhood science education for children aged from birth to six years. Findings illustrated that the empirical research on science concept formation in the early years, has focused primarily, on children aged three to six years. The tendency of research to examine the process of concept formation in the birth to three period is also highlighted. A lack of empirical understanding of science concept formation in children from birth to three is evident. The eminent need for research in science in infancy–toddlerhood is highlighted.

Assessing the Science Learning Assessment (SLA) Instrument in Greek Early Childhood Education Using the Item Response Theory Framework

Studies revealed that science learning in early childhood is associated with primary and secondary school readiness, improved causal reasoning, increased interest in science in later life, and with long-term effects on academic achievement. Thus, having valid and reliable instruments to assess children’s science learning becomes critical in early childhood education (ECE). The main goal of the current study was to examine the psychometric properties of the Greek version of the Science Learning Assessment (SLA), an instrument developed in the USA to assess science learning in ECE. Randomly selected from 53 preschool units in Greece, 528 children were administered with the Greek version of the SLA. Advanced statistical methods (CFA, IRT framework) were employed to analyse the data and the results showed that the Greek version of the SLA displayed acceptable psychometric properties. Therefore, it can be argued that the Greek version of the SLA is a valid and reliable scale for assessing children’s science knowledge in ECE, capturing universal concepts of science knowledge children in early childhood.

Upaya Peningkatan Pembelajaran Sains Pada Anak Usia Dini Melalui Metode Higher, Order, Thinking Skill (HOTS)

The purpose of this research is to describe the process and the result of the increase of science learning in early childhood through higher, order, thinking skill (HOTS) method. The subjects of this study were 16 children. This research method is based on Action Research model of Kemmis and Mc Taggart which includes four stages: planning, action and observation, reflection. This action study was conducted in two cycles and each cycle consisted of 7 meetings. The data collected used in this action research are interviews, observation and documentation. Data analysis technique used in this research is qualitative and quantitative. The result showed that the increased science learning of early childhood through HOTS method. The rate of development of focused attention obtained by early childhood in pre cycle is 41,75%. In the first cycle the score is 62,25% and the second cycle is 75,06%. This research reveals that research and development higher, order, thinking skill (HOTS) method is one solution to increase of science learningin early childhood.

STRATEGY OF EARLY CHILDHOOD LEARNING MODEL DEVELOPMENT

This paper will discuss about the strategy of developing early childhood learning model. This discourse is very important to be studied in view of the development of dynamic times and curricula. Recent discoveries in the field of education require educators to innovate in producing superior educational products including early childhood education. To achieve the goal of science learning in early childhood optimally, the PAUD organizers should consider the model, approach and strategy that will be applied. And improve the process skills that must be owned by early childhood. In order to learn science is not considered as difficult and boring by early childhood.Keywords : Strategy, Early Childhood, Development

STRATEGY OF EARLY CHILDHOOD LEARNING MODEL DEVELOPMENT

This paper will discuss about the strategy of developing early childhood learning model. This discourse is very important to be studied in view of the development of dynamic times and curricula. Recent discoveries in the field of education require educators to innovate in producing superior educational products including early childhood education. To achieve the goal of science learning in early childhood optimally, the PAUD organizers should consider the model, approach and strategy that will be applied. And improve the process skills that must be owned by early childhood. In order to learn science is not considered as difficult and boring by early childhood.Keywords : Strategy, Early Childhood, Development

Collective interpretations of early science learning about Earth and Space: a cultural-historical study of family settings for scientific imagination

ABSTRACTDepending upon a cultural-historical perspective, where play is defined as the creation of an imaginary situation, this study seeks to examine whether and how family joint creation of imaginary situations can provide the conditions for a child’s science learning in early childhood. The paper reported here forms part of a broader study, and the focus of this paper is about a three-year-old child and his family from Mainland China. The parents were invited to take part in the digital video observations of the child’s everyday family play and learning, as well as the analysis of the visual data together with the researchers. A total of 35.66 h of video data were collected including 11.6 h of videos (51 clips) videoed by the parents and 4.24 h of parents’ participated data analysis in the form of family interview. The finding reveals that parents’ joint creation of imaginary situations was the child’s preferred social form when exploring the science concepts. Guided by the cultural-historical approach, the researchers entered into the family activity settings and the parents were also invited into the researchers’ activity settings. As such, the parents’ perspective was revealed in their roles as the research participants and co-researchers. This resulted in the collective interpretation of a child’s science learning which the family had offered.

Affective Imagination in Science Education: Determining the Emotional Nature of Scientific and Technological Learning of Young Children

Vygotsky (1986) draws attention to the interrelationship between thought and language and other aspects of mind. Although not widely acknowledged, Vygotsky (1999) also drew attention to the search for the relations between cognition and emotions. This paper discusses the findings of a study which examined imaginary scientific situations within the early years. The central research questions examined: What is the emotional nature of scientific learning? and How does affective imagination support early childhood science learning? Video observations were made of the teaching of science from one site in a south-eastern community in Australia (232 h of video observations). The teachers used fairy tales and Slowmation as cultural devices to support the concept formation of 3- and 4-year-old children (n = 53; range of 3.3 to 4.4; mean of 3.8 years). The findings of this under-researched area (e.g. Roth, Mind, Culture, and Activity 15:2–7, 2008) make a contribution to understanding how affective imagination can work in science education in the early years.

The importance of conceptually focused teacher‐child interaction in early childhood science learning

This paper presents the findings of a study which documented teacher‐child discourse in two early childhood classrooms (Transition/Year One and Year Two/Three) with the view to mapping how young children come to understand the scientific concepts presented during science lessons. Examples are given to illustrate the different interaction types documented (procedurally and conceptually focused) and the subsequent constructive and destructive frameworks created by the children in working with technology‐related tasks.