Are preschoolers expected to learn difficult science constructs? A content analysis of U.S. standards

In the current paper, we report on the recommendations for preschool science put forward in the educational standards of U.S. states. Our focus was specifically on whether educational standards recommend abstract science constructs—constructs that are difficult to learn. In Study 1, we focused on science constructs related to inquiry (i.e., activities geared towards the generation of scientific knowledge). And in Study 2, we focused on science constructs related to facts (i.e., established scientific knowledge). In each study, we developed a coding scheme to distinguish between concrete and abstract constructs and then determined the relative prevalence of each. Our findings show that preschoolers are indeed expected to learn abstract science constructs. At the same time, educational standards varied considerably across U.S. states. Implications for the field of early science learning are discussed.

An Analysis of the Views of Parents with Preschool Children in Relation to Science and Preschool Science Activities

Although much is known about children and teachers' attitudes towards science and science activities, considerably less is known about what parents believe about them. Parents' attitudes towards science and science activities are as important as teachers' role in influencing children’s achievement in science. In this study, parents’ views towards science and preschool science activities were investigated as to different variables. In this regard, descriptive research method was used in the study, which was conducted with 442 mothers (383) and fathers (59) with children aged between 3 and 6 years and attending preschool. ‘The Parents' Views about Science and Preschool Science Activities Scale (PaVSPeSAS)’ developed by Sahin, Uludağ, Gedikli, and Karakaya (2018) demographic information form developed by the researcher was used as the data collection tools in the study. Since the data were collected during the COVID-19 pandemic process, they were obtained by sharing with parents the scale link prepared on the online platform. The results showed that parents’ gender, age, educational background, the amount of time spent with children for kitchen activities have impacts on parents’ different views regarding science content.

Opportunities for Education for Sustainability through multidimensional preschool science

In this article, we exemplify and discuss how preschool science education may contribute to Education for Sustainability (EfS). We draw on data from science activities in fourteen Swedish preschools, in which we have previously identified examples of ‘multidimensional science teaching’, hence, teaching that intertwines children’s science learning with multiple dimensions of children’s lives, such as emotions, fantasy, play and aesthetic modes of expressions. By re-analysing these activities through an EfS lense, we show several examples of how multidimensional science teaching provide opportunities for children to develop agency and empowerment as well as connectedness with the environment, and some examples of creative problem solving. Yet, we advocate that teachers’ active participation is crucial for realising multidimensional science teaching in a way that contributes to EfS.