Abstract
In this chapter, we look back at the ground covered in the preceding chapters to be able to look forward and provide a vision of science in early childhood that goes beyond the perception of “mere play.” We project implications of Vygotsky’s dictum that any higher order psychological (cognitive) function is a societal relation first onto issues such as working-class and underclass children’s participation in science and how to provide them with the kinds of relation that prepare them in ways equivalent to those of middle-class and upper-class children. Science, during early childhood, is more than play: it is serious business. If we fail our children and students in science, the reasons may include the lack of appropriate experiences during early childhood.
Keywords
- Societal Relations
- Higher Psychological Functions
- Early Childhood Science Education
- Cultural Historical Activity Theory
- Human Development Means
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Lave, J. (1988). Cognition in practice: Mind, mathematics and culture in everyday life. Cambridge: Cambridge University Press.
Mikhailov, F. T. (2001). The “other within” for the psychologist. Journal of Russian and East European Psychology, 39(1), 6–31.
Roth, W.-M., & Barton, A. C. (2004). Rethinking scientific literacy. New York: Routledge.
Roth, W.-M., & Radford, L. (2010). Re/thinking the zone of proximal development (symmetrically). Mind, Culture, and Activity, 17, 299–307.
Roth, W.-M., Tobin, K. G., & Ritchie, S. M. (2001). Re/Constructing elementary science. New York: Peter Lang.
Vygotsky, L. S. (1989). Concrete human psychology. Soviet Psychology, 27(2), 53–77.
Vygotsky, L. S. (1997). The collected works: Vol. 3. Problems of the theory and history of psychology. New York: Plenum. (First published in 1927)
Vygotskij, L. S. (2005). Psykhologiya razvitiya cheloveka [Psychology of human development]. Moscow: Eksmo.
Walkerdine, V. (1988). Mastery of reason. London: Routledge.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
Copyright information
© 2013 Springer Science+Business Media Dordrecht
About this chapter
Cite this chapter
Roth, WM., Goulart, M.I.M., Plakitsi, K. (2013). Valuing Children’s Early Science Experiences. In: Science Education during Early Childhood. Cultural Studies of Science Education, vol 6. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-5186-6_10
Download citation
DOI: https://doi.org/10.1007/978-94-007-5186-6_10
Published:
Publisher Name: Springer, Dordrecht
Print ISBN: 978-94-007-5185-9
Online ISBN: 978-94-007-5186-6
eBook Packages: Humanities, Social Sciences and LawEducation (R0)