Imagination and Fantasy: Correlates of Preschoolers’ Science Relevant Inquisitiveness

2020 ◽  
pp. 027623662096392
Author(s):  
Maureen Claire Smith ◽  
Maria Fusaro
Keyword(s):  
Role Play ◽  
Ethnically Diverse ◽  
Science Inquiry ◽  
Relevant Information ◽  
Inquiry Skills ◽  
Independent Contribution ◽  
Female Self ◽  
Imaginary Companion ◽  
Imaginative Play ◽  
Fantasy Orientation

One early manifestation of science inquiry skills may be inquisitiveness; that is, children’s tendency to ask questions about science relevant information. Little is known about individual differences in inquisitiveness, despite its fundamental role in emerging science inquiry skills. Prior research hints at potential predictors of inquisitiveness, including children’s imagination and curiosity through children’s exploration and play. Hence, this study examines potential correlates of inquisitiveness: children’s fantasy orientation and curiosity. Thirty-four ethnically diverse 4- to 5-year-old children (58.8% female) self-reported imaginary companion status, fantasy orientation, engagement in pretend role-play, and drew imaginative pictures. Children participated in two tasks, one that measures preference for uncertainty (curiosity) and one that measures inquisitiveness about science relevant content. MANOVA indicated differences in inquisitiveness by imaginary companion status and regression indicated that fantasy orientation made an independent contribution to inquisitiveness. Our results suggest that educators can enhance children’s science education in early childhood classrooms by providing opportunities for children to engage in imaginative play and experience stories and games with fantasy content.

Beyond uniform reproduction: Exploring children’s imaginative play through the lenses of their teacher

2018 ◽  
Vol 21 (1) ◽  
pp. 58-69 ◽  
Author(s):  
Liv Torunn Grindheim
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Role Play ◽  
Theoretical Framework ◽  
Basic Material ◽  
Historical Approach ◽  
Cultural Formation ◽  
Childhood Education ◽  
Imaginative Play ◽  
Children's Development

The voices of both early childhood education teachers and children tend to be weak in the choir of agents that constitute the aims and practices of early childhood education. In this article, a video that a teacher made of four children playing dragons, followed by open-ended interviews exploring why she found this particular activity of interest and then open-ended interviews with the involved children while watching and commenting on the video, forms the basic material for discussing how children’s imaginative play can inform what might be valuable activities in early childhood education. The theoretical framework and concepts for analysis draw on an understanding of cultural formation and a cultural-historical approach that outlines children’s development through participation in activities framed by contextual conditions. By tracing conflicts caused by differences in the involved children’s values and motives while meeting conditions and demands in their context, at the personal, institutional and societal levels, the exploration of friendship, danger, space, institutional rooms and what good play ‘is’ are depicted in children’s imaginative role play. From this, imaginative play is seen as being endowed with valuable activities in early childhood education and forms a contrast to the emphasis on future academic competences that are far removed from the children’s experiences.

Development and Validation of a Science Inquiry Skills Assessment

2015 ◽  
Vol 63 (1) ◽  
pp. 73-85 ◽  
Author(s):  
Yiping Lou ◽  
Pamela Blanchard ◽  
Eugene Kennedy
Keyword(s):  
Science Inquiry ◽  
Skills Assessment ◽  
Inquiry Skills ◽  
Development And Validation

Assessing science inquiry skills of citizen science volunteers: a snapshot of the field

2020 ◽  
Vol 10 (1) ◽  
pp. 77-92 ◽  
Author(s):  
Cathlyn Davis Stylinski ◽  
Karen Peterman ◽  
Tina Phillips ◽  
Jenna Linhart ◽  
Rachel Becker-Klein
Keyword(s):  
Citizen Science ◽  
Science Inquiry ◽  
Inquiry Skills

Assessing Science Inquiry Skills Using Trialogues

2014 ◽  
pp. 625-626 ◽  
Author(s):  
Diego Zapata-Rivera ◽  
Tanner Jackson ◽  
Lei Liu ◽  
Maria Bertling ◽  
Margaret Vezzu ◽  
...  
Keyword(s):  
Science Inquiry ◽  
Inquiry Skills

Using Picture Books as a Tool for Creating a Culturally Inclusive Elementary Music Classroom

2020 ◽  
pp. 104837132096137
Author(s):  
Suzanne Hall
Keyword(s):  
Picture Books ◽  
Ethnically Diverse ◽  
Cultural Knowledge ◽  
Elementary Music ◽  
Music And Literature ◽  
Music Classroom ◽  
Teachers And Students ◽  
Imaginative Play ◽  
Dramatic Arts ◽  
Music Activities

The use of picture books in the elementary music classroom not only promotes imaginative play but also contributes to exposure and involvement in the dramatic arts. Picture books can also assist teachers and students in developing cultural knowledge and help promote inclusivity in a meaningful way within the classroom. The inclusion of ethnically diverse children’s literature, in tandem with music activities and experiences, can cultivate an environment where students see themselves. Mini-lessons presented in the article offer examples of music and literature activities that reflect the various cultures that make up today’s classroom.

scholarly journals Development of Test of Science Inquiry Skills (TSIS) for Middle School Students

2007 ◽  
Vol 35 (2) ◽  
pp. 163-177 ◽  
Author(s):  
김수경 ◽  
김중복 ◽  
Seong-Joo Kang ◽  
Jeongyul Kim ◽  
Lee Eun-kyong ◽  
...  
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Science Inquiry ◽  
School Students ◽  
Inquiry Skills
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