Science Education during Early Childhood

A Cultural-Historical Perspective

  • Wolff-Michael Roth
  • Maria Inês Mafra Goulart
  • Katerina Plakitsi

Part of the Cultural Studies of Science Education book series (CSSE, volume 6)

Table of contents

  1. Front Matter
    Pages i-xi
  2. The Origins of Higher Psychological Functions

    1. Front Matter
      Pages 15-18
    2. Wolff-Michael Roth, Maria Inês Mafra Goulart, Katerina Plakitsi
      Pages 1-14
    3. Wolff-Michael Roth, Maria Inês Mafra Goulart, Katerina Plakitsi
      Pages 19-39
    4. Wolff-Michael Roth, Maria Inês Mafra Goulart, Katerina Plakitsi
      Pages 41-60
  3. RETHINKING YOUNG CHILDREN’S ENGAGEMENT IN SCIENCE

    1. Front Matter
      Pages 61-66
    2. Wolff-Michael Roth, Maria Inês Mafra Goulart, Katerina Plakitsi
      Pages 67-90
    3. Wolff-Michael Roth, Maria Inês Mafra Goulart, Katerina Plakitsi
      Pages 91-110
    4. Wolff-Michael Roth, Maria Inês Mafra Goulart, Katerina Plakitsi
      Pages 111-134
  4. TEACHER PREPARATION AND CURRICULUM DEVELOPMENT

    1. Front Matter
      Pages 135-137
    2. Wolff-Michael Roth, Maria Inês Mafra Goulart, Katerina Plakitsi
      Pages 139-160
    3. Wolff-Michael Roth, Maria Inês Mafra Goulart, Katerina Plakitsi
      Pages 161-180
    4. Wolff-Michael Roth, Maria Inês Mafra Goulart, Katerina Plakitsi
      Pages 181-197
  5. EPILOGUE

    1. Front Matter
      Pages 199-199
    2. Wolff-Michael Roth, Maria Inês Mafra Goulart, Katerina Plakitsi
      Pages 201-207
  6. Back Matter
    Pages 209-221

About this book

Introduction

Children’s learning and understanding of science during their pre-school years has been a neglected topic in the education literature—something this volume aims to redress. Paradigmatic notions of science education, with their focus on biologically governed development and age-specific accession to scientific concepts, have perpetuated this state of affairs. This book offers a very different perspective, however. It has its roots in the work of cultural-historical activity theorists, who, since Vygotsky, have assumed that any higher cognitive function existed in and as a social relation first. Accepting this precept removes any lower limit we may deem appropriate on children’s cognitive engagement with science-related concepts.

The authors describe and analyze the ways in which children aged from one to five grapple with scientific concepts, and also suggest ways in which pre-service and in-service teachers can be prepared to teach in ways that support children’s development in cultural and historical contexts. In doing so, the book affirms the value of cultural-historical activity theory as an appropriate framework for analyzing preschool children’s participation in science learning experiences, and shows that that the theory provides an appropriate framework for understanding learning, as well as for planning and conducting training for pre-school teachers.

Keywords

Vygotsky science education Wolff-Michael Roth child development science education cultural-historical activity theory science education early childhood science education planning science curriculum preschool science education preschool teacher training

Authors and affiliations

  • Wolff-Michael Roth
    • 1
  • Maria Inês Mafra Goulart
    • 2
  • Katerina Plakitsi
    • 3
  1. 1., School of Education and Prof. StudiesGriffith UniversityMt GravattAustralia
  2. 2., Faculty of EducationUniversidade Federal de Minas GeraisBelo HorizonteBrazil
  3. 3., School of EducationUniversity of IoanninaIonanninaGreece

Bibliographic information

  • DOI https://doi.org/10.1007/978-94-007-5186-6
  • Copyright Information Springer Science+Business Media Dordrecht 2013
  • Publisher Name Springer, Dordrecht
  • eBook Packages Humanities, Social Sciences and Law
  • Print ISBN 978-94-007-5185-9
  • Online ISBN 978-94-007-5186-6
  • Series Print ISSN 1879-7229
  • Series Online ISSN 1879-7237
  • About this book