Science Learning Pathways for Young Children

Autor/inn/en	Gelman, Rochel; Brenneman, Kimberly
Titel	Science Learning Pathways for Young Children
Quelle	In: Early Childhood Research Quarterly, 19 (2004) 1, S.150-158 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2006
DOI	10.1016/j.ecresq.2004.01.009
Schlagwörter	Preschool Education; Science Instruction; Mathematics; Preschool Children; Cognitive Development; Science Process Skills; Educational Practices; Teaching Methods + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Mathematik; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Kognitive Entwicklung; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Preschool Pathways to Science (PrePS[C]) is a science and math program for pre-K children that has been developed by a team of developmental psychologists in full collaboration with preschool directors, teachers and other staff. The PrePS[C] approach is rooted in domain-specific theories of development, theories that assume that different areas of knowledge are organized into separate mental structures as opposed to domain-general ones like concrete operations. Features of this theoretical stance are outlined, and their implications for educational practice are illustrated using examples from classroom practice. Specific attention is paid to the importance of science process skills, the need to connect experiences using a central concept, and the roles of math, communication, and literacy in a science-based learning approach. Finally, the critical interdependence of basic research and classroom practice is discussed. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10