Abstract
The purpose of this chapter is to give examples of what emergent science can mean for preschool practice. Children are seen as active in their own learning in communication with others. They experience the world around them with curiosity including a special sensitivity, alertness and a sense of wonder. Empirical examples which are reported build on teachers’ and 3 to 6 years old children’s work with “animals in a tree stump”. Children’s experiences of ecological phenomena are related to their interaction with the teachers. The analysis shows that children have a growing curiosity to learn more about different scientific phenomena. There is a need for teachers to recognise and use the possibilities to challenge children to develop deeper understanding of a scientific content area. If teachers meet children’s questions seriously such an approach can be a foundation for the development of children’s understanding, a lifelong learning and learning for a sustainable future.
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Notes
- 1.
The name developmental pedagogy stands for a pedagogical approach aiming at a development of children’s values, skills and understanding as knowledge formation (Sommer et al. 2010, s. 163).
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Thulin, S., Helldén, G. (2011). Opening Doors for Learning Ecology in Preschool. In: Pramling, N., Pramling Samuelsson, I. (eds) Educational Encounters: Nordic Studies in Early Childhood Didactics. International perspectives on early childhood education and development, vol 4. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-1617-9_4
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