A Playful Path to Discovery : Fostering Scientific Thinking in ECEC
Poole, Steven; Mortell, John (2024)
2024
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Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-2024100225981
https://urn.fi/URN:NBN:fi:amk-2024100225981
Tiivistelmä
The authors of the thesis have combined their own experience and passion to use science as a tool for enhanced learning in early years. The primary objectives were to explore the idea that the use of scientific thinking in an early year’s curriculum can encompass the range of skills required to effectively enhance this critical period of growth including observation, experimentation, hypothesis formation and evidence-based reasoning. By investigating the factors that influence this development of scientific thinking, this thesis aimed to provide a valuable insight for educators to implement this concept into their early year’s development program, closely aligned with the Finnish National Core Curriculum (2022).
The exploration of key theorists in the field of cognitive development, investigation of other comparable countries and professionals who have implemented a similar practise and expressed views on its implementation, as well as the questionnaires completed by staff and the test trial period with children within the studied unit will provide the reader with a balanced viewpoint on its use in ECEC. By highlighting the best practises and evidence-based approaches through an output brochure, the results of the thesis exploration has sought to empower educators to create engaging learning environments to stimulate children’s natural scientific skills, effectively enhancing learning development.
”...Through a thoughtful balance of scientific inquiry, creativity, and holistic development, we can cultivate a generation of young minds equipped to embrace the challenges and opportunities of the future...” Steven Poole and John Mortell ( 2024)
The exploration of key theorists in the field of cognitive development, investigation of other comparable countries and professionals who have implemented a similar practise and expressed views on its implementation, as well as the questionnaires completed by staff and the test trial period with children within the studied unit will provide the reader with a balanced viewpoint on its use in ECEC. By highlighting the best practises and evidence-based approaches through an output brochure, the results of the thesis exploration has sought to empower educators to create engaging learning environments to stimulate children’s natural scientific skills, effectively enhancing learning development.
”...Through a thoughtful balance of scientific inquiry, creativity, and holistic development, we can cultivate a generation of young minds equipped to embrace the challenges and opportunities of the future...” Steven Poole and John Mortell ( 2024)