Discovering the Worlds of Life Sciences, Objects and Material in Nursery Schools: Teaching Practices and Training Proposals

Autor/in	Charles, Frédéric
Titel	Discovering the Worlds of Life Sciences, Objects and Material in Nursery Schools: Teaching Practices and Training Proposals
Quelle	In: Athens Journal of Education, 1 (2014) 3, S.223-235 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2407-9898
Schlagwörter	Preschools; Teaching Methods; Preschool Teachers; Curriculum Implementation; Foreign Countries; Teacher Attitudes; Instructional Improvement; Science Instruction; Technology Education; Biology; Physical Sciences; Chemistry; Intellectual Disciplines; Interdisciplinary Approach; Diaries; Young Children; Discovery Learning; Intellectual Development; Masters Degrees; Teacher Qualifications; Faculty Development; France + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Ausland; Lehrerverhalten; Unterrichtsqualität; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Technisch-naturwissenschaftlicher Unterricht; Biologie; Natural sciences; Naturwissenschaften; Naturwissenschaft; Chemie; Geisteswissenschaften; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Diary; Tagebuch; Frühe Kindheit; Entdeckendes Lernen; Mental development; Geistige Entwicklung; Lehrqualifikation; Frankreich
Abstract	In French nursery schools ("l'école maternelle française"), primary school teachers take charge of the content organised into teaching areas of activities. The prescribed teaching activity "Discovering the world of life sciences, objects and material" refers to biology, physical sciences, chemistry and technology. The children's learning path concerning these worlds represents the early stages of the curriculum. Many research studied these children's learning (e.g. Bisault, 2005; Fleer, 1996; Ravanis & al., 2013). This paper focuses on teachers and aims at describing and analysing the implementation of the practices of this early childhood education. In a curriculum perspective (Dillon, 2009; Martinand, 2003; Ross, 2000), an inquiry about the practices reported both in teachers' logs and questionnaires, reveals the contents, activities and issues associated with these educational experiences. The results show biology is privileged and preferred to technology by the teachers. The research indicates an interrelated scientific and technological curriculum and a science and technology mostly found, in what I called, "compositional schemes". The discovery of this world, through these compositional schemes, takes various positions according to the priorities assigned by the teachers. The research at last allows me to discuss the professional training of preschool teachers in order to improve the teaching practices in science and technology. (As Provided).
Anmerkungen	Athens Institute for Education & Research. 8 Valaoritou Street, Kolonaki, Athens 10671, Greece. e-mail: education@atiner.gr; Web site: https://www.athensjournals.gr/aje
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01