Expanding Young Children's Lifeworld

Autor/inn/en	Goulart, Maria Inês Mafra; Germanos, Erika; Roth, Wolff-Michael
Titel	Expanding Young Children's Lifeworld
Quelle	In: Cultural Studies of Science Education, 17 (2022) 2, S.251-276 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Goulart, Maria Inês Mafra)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1871-1502
DOI	10.1007/s11422-021-10040-0
Schlagwörter	Science Education; Early Childhood Education; Scientific Concepts; Young Children; Foreign Countries; Science Activities; Science Instruction; Experience; Early Childhood Teachers; Inquiry; Brazil + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Frühe Kindheit; Ausland; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Erfahrung; Early childhood education; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Brasilien
Abstract	The link between science education and early childhood education is still blurred. This is so because many science education researchers apparently, but mistakenly, believe that the way young children interrogate and investigate the world around them is not appropriate for their understanding of scientific concepts. Although there is an effort among early childhood teachers to be aware of how young children explore the world around them, there still consists considerable uncertainty about how they learn and develop while immersed in classroom science activities. To understand learning processes in early childhood science, this study followed a group of five-year-old children enrolled in a public early childhood center in Belo Horizonte (Brazil) while they participated in a science unit jointly designed by teachers and the children. The study was designed to understand the world through the children's eyes (i.e., their "lifeworlds") and how this world expands while they engage in science. We use the theoretical category of experience to investigate how children, immersed in the social practices of inquiry, expand their lifeworld while engaging with each other, with the adults present and with the material world. Our findings show: (a) the importance of producing a common ground, that is, a sense-giving field contexture that allows actions and speeches to make sense; (b) how the movements of the participants through transactions allow the emergence of an experience that stands out and remains; and (c) how "an experience" might leads to learning and expansion of the participants' lifeworlds. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01