Science for Young Children: A New Frontier for Science Education
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Research in science education is becoming increasingly cognizant of the possibility that significant science education can begin as early as kindergarten and should be given much more attention in elementary school than it receives at present. This is manifest in the growing of number of articles in the science education literature as well as in many national educational reforms worldwide. However, while voices for early childhood education increase, one should also bear in mind that still there are those who object to the view that science should start so early in life. I cannot forget the comments I received from one reviewer on a recent grant proposal for the Israeli Science Foundation concerning science education in kindergarten. It was clear that in the reviewer’s eyes science in kindergarten should be limited only to causal observations of nature and the cultivation of an enjoyment of it. As far as I could see, the reviewer saw no place in kindergarten for developing the kinds...
KeywordsScience Education Early Childhood Education Kindergarten Teacher Proportional Reasoning Scaffolding Strategy
First I want to thank Dr. Karen C. Cohen, the Editor in Chief of the Journal of Science Education and Technology for her support. This special issue would never have come to be were it not for Karen Cohen’s vision that children everywhere should become motivated curious citizens, eager to learn and inquire, and able, ultimately, to make a genuine contribution to humanity. I also want to thank the reviewers for their thoughtful and thorough suggestions to the authors. I also want to express my gratitude to Michael N. Fried for helping me in writing the introductory piece and to Yair Dor-Ziderman for not only editing the introduction but also for his always insightful ideas.
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