Using a Scientific Enquiry Framework, Focusing on Questions, to Promote Enquiry Skills in Early Childhood

Autor/inn/en	McNerney, Karen; Carritt, Danielle; Dealey, Heather; Ladbury, Gemma
Titel	Using a Scientific Enquiry Framework, Focusing on Questions, to Promote Enquiry Skills in Early Childhood
Quelle	In: Early Child Development and Care, 190 (2020) 1, S.30-42 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2019.1653549
Schlagwörter	Inquiry; Scientific Literacy; Questioning Techniques; Young Children; Play; Observational Learning; Discovery Learning; Skill Development; Foreign Countries; Early Childhood Teachers; School Readiness; Science Education; Teacher Student Relationship; United Kingdom (England) + Suchen Sie Ihr Suchwort? Befragungstechnik; Fragetechnik; Frühe Kindheit; Spiel; Imitationslernen; Entdeckendes Lernen; Kompetenzentwicklung; Qualifikationsentwicklung; Ausland; Early childhood; Early childhood education; Teacher; Teachers; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Readiness for school; School ability; Schulreife; Naturwissenschaftliche Bildung; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	This paper builds on previous research which outlined the development of a framework of scientific enquiry within a play-based curriculum for early childhood. For this paper, in order to help to mediate children's observation and exploration as part of their play, we propose that practitioners need to have well-developed skills to ask open-ended questions. This would empower the children to gather evidence to substantiate their scientific ideas and thus advance their scientific thinking. Engaging children in this type of dialogue is not an easy skill for all practitioners and our research aimed to provide support for staff and evaluate the impact on the children's learning. We found that staff improved their ability to ask open-ended questions and this enabled us to extend children's play from observation and exploration to developing scientific enquiry skills, such as explaining, justifying, predicting, testing, reflecting and evaluating. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01