Susanne Thulin

Anthropomorphically speaking: on communication between teachers and children in early childhood biology education

In this study a particular kind of figurative language, so‐called anthropomorphic speech, is analysed in the context of science activities in a preschool setting. Anthropomorphism means speaking about something non‐human in human terms. Can any systematic pattern be seen with regard to when such speech is used? Do children and/or teachers introduce this kind of talking and how is it responded to by the interlocutor(s)? Of 128 instances of anthropomorphism found, 24 were made by the children and 104 by the teachers. Children sometimes respond in line with the introduction of such speech but they also at times reject this way of speaking. Anthropomorphic speech is discussed as a strategy for the teachers in handling the dilemma of how to connect with children’s experiences and terms, on the one hand, and developing children’s understanding, on the other hand.

Opening doors for learning ecology in preschool

The purpose of this chapter is to give examples of what emergent science can mean for preschool practice. Children are seen as active in their own learning in communication with others. They experience the world around them with curiosity including a special sensitivity, alertness and a sense of wonder. Empirical examples which are reported build on teachers’ and 3 to 6 years old children’s work with “animals in a tree stump”. Children’s experiences of ecological phenomena are related to their interaction with the teachers. The analysis shows that children have a growing curiosity to learn more about different scientific phenomena. There is a need for teachers to recognise and use the possibilities to challenge children to develop deeper understanding of a scientific content area. If teachers meet children’s questions seriously such an approach can be a foundation for the development of children’s understanding, a lifelong learning and learning for a sustainable future.

Ways of Dealing with Science Learning: A Study Based on Swedish Early Childhood Education Practice.

ABSTRACT The Swedish school system offers curriculum-based early childhood education (ECE) organised as preschool (for 0–5-year-olds) and preschool class (for 6-year-olds). The intention to create a playful and educational environment based on children’s perspectives, interests, and questions is strongly based on historical and cultural traditions. This article develops knowledge of ECE teachers’ approaches to science-learning situations. The study applies a phenomenographic approach. The analysis is based on approximately 9.5 hours of video documentation of teacher-led and child-initiated Swedish ECE science activities. We identified two descriptive categories and four subcategories dealing with science-learning situations: (A) making anything visible, containing the three subcategories (Aa) addressing everyone, (Ab) addressing everything, and (Ac) addressing play and fantasy; and (B) creating a shared space for learning (Ba) addressing common content. These categories are related to how efforts to take advantage of children’s perspectives are interpreted and addressed in educational practice. The article discusses and exemplifies the use of various categories and their potential implications for ECE learning practice.

Lärares uppfattningar av undervisning och naturvetenskap som innehåll i förskolans verksamhet

The aim of the research project is to analyze and describe how pre-school teachers during an in-service training period develop theoretical knowledge about focusing the content when planning for te ...