Supporting Young Children's Explanations through Inquiry Science in Preschool

Autor/inn/en	Peterson, Shira May; French, Lucia
Titel	Supporting Young Children's Explanations through Inquiry Science in Preschool
Quelle	In: Early Childhood Research Quarterly, 23 (2008) 3, S.395-408 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2006
DOI	10.1016/j.ecresq.2008.01.003
Schlagwörter	Preschool Teachers; Science Activities; Preschool Children; Inquiry; Scientific Concepts; Color; Language Skills; Communication Skills; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Colour; Farbbezeichnung; Farbe; Language skill; Sprachkompetenz; Kommunikationsstil; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	This study examines the ways in which preschool teachers support the development of children's explanatory language through science inquiry. Two classrooms in a preschool center using a science inquiry curriculum were videotaped during a 5-week unit on color mixing. Videotapes were analyzed for how teachers facilitated children's explanatory language. An assessment of explanatory language was administered to 47 children in the center before and after the color mixing unit. Analysis of discourse revealed that teachers engaged children as conversational partners and as scientific investigators responsible for their own learning. Explanations were dynamically co-constructed by adults and children within the context of participation in scientific inquiry. By the end of the unit, children produced more on-topic responses, more standard color-mixing terms, and more causal connectives in their responses to the assessment of explanatory language. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10