Understanding natural sciences education in a Reggio Emilia-inspired preschool

Journal of Research in Science Teaching

Volumn 47, Issue 10, 2010, Pages 1186-1208

  Inan, Hatice Zeynep ^a   Trundle, Kathy Cabe ^b   Kantor, Rebecca ^b  

^a DUMLUPINAR UNIVERSITY   (Turkey)

^b OHIO STATE UNIVERSITY   (United States)

Author keywords

early childhood; pedagogy; social construction; standards

Indexed keywords

CLASSROOM CULTURE; CULTURE THEORY; CURRENT RESEARCHES; DATA COLLECTION; DEPTH INFORMATION; DEVELOPMENTAL RESEARCH; EARLY CHILDHOOD; EARLY LEARNING; ETHNOGRAPHIC METHODS; ETHNOGRAPHIC STUDY; GAIN INSIGHT; LITTLE RESEARCH; NATURAL SCIENCES EDUCATIONS; PEDAGOGY; RESEARCH DESIGNS; SCIENCE EDUCATION; SOCIAL CONSTRUCTION;

CURRICULA; LENSES; NATURAL SCIENCES; OPTICAL INSTRUMENTS; RESEARCH; SCHOOL BUILDINGS; STANDARDS;

TEACHING;

EID: 78649710960     PISSN: 00224308     EISSN: 10982736     Source Type: Journal    
DOI: 10.1002/tea.20375     Document Type: Article

References (66)

1. Beatty, A., (2005). Mathematical and scientific development in early childhood: A workshop summary. Washington, DC: The National Academies Press. Available online at.
2. Bell, R.L., &, Trundle, K.C., (2008). The use of a computer simulation to promote scientific conceptions of moon phases. Journal of Research in Science Teaching, 45 (3), 346-372.
3. Bennett, L.M., (1978). Research - Is it feasible in the early childhood classroom? School Science and Mathematics, 78 (2), 127-130.
4. Bottorff, J.L., (1994). Using videotaped recordings in qualitative research. In, J.M. Morse, (Ed.), Critical issues in qualitative research methods (pp. 244-262). Thousand Oaks: Sage Publications.
5. B.T. Bowman, M.S. Donovan, &, M.S. Burns, (Eds.), (2001). Eager to learn: Educating our preschoolers. Washington, Dc: National Academies Press. Retrieved August 7, 2007. Website:.
6. Bredekamp, S., &, Rosegrant, T., (1992). Reaching potentials: Appropriate curriculum and assessment for young children. Washington, DC: National Association for the Education of Young Children.
7. Cadwell, L., Geismar-Ryan, L., &, Schwall, C., (2005). The Atelier: A system of physical and conceptual spaces. In, L. Gandini, L. Hill, L. Cadwell, &, C. Schwall, (Eds.), In the spirit of the studio: Learning from the Atelier of Reggio Emilia (pp. 144-168). New York: Teachers College Press.
8. Conezio, K., &, French, L., (2002). Science in the preschool classroom: Capitalizing on children's fascination with the everyday world to foster language and literacy development. Young Children, 57 (5), 12-18.
9. Corsaro, W.A., (1997). The sociology of childhood. CA: Pine Forge Press.
10. Cummings, J., (2003). Do runner beans really make you run fast? Young children learning about science-related food concepts in informal settings [Electronic version]. Research in Science Education, 33 (4), 483-501.
11. Desouza, J.M.S., &, Jereb, J., (2000). Gravitating toward Reggio. Science and Children, 37 (7), 26-29.
12. Duncan, R.G., (2009). Learning progressions: Aligning curriculum, instruction, and assessment. Journal of Research in Science Teaching, 46 (6), 606-609.
13. C. Edwards, L. Gandini, &, Forman G., (Eds.), (1993). Introduction. In The hundred languages of children: The Reggio Emilia approach to early childhood education (pp. 3-18). Norwood, NJ: Ablex Publishing Corporation.
14. Eshach, H., &, Fried, M.N., (2005). Should science be taught in early childhood? [Electronic version]. Journal of Science Education and Technology, 14 (3), 315-336.
15. Fernie, D.E., Kantor, R., &, Whaley, K.L., (1995). Learning from classroom ethnographies: Same places, different times. In, J.A. Hatch, (Ed.), Qualitative research in early childhood settings (pp. 117-134). Westport, CT: Praeger.
16. Fleer, M., (1991). Towards a theory of scaffolded early childhood science education. Australian Journal of Early Childhood, 16 (3), 14-22.
17. Forman, G., (1996). A child constructs an understanding of a water wheel in five media. Childhood Education, 72 (5), 269-273.
18. Forman, G., &, Gandini, L., (1991). The long jump [Video recording]. Amherst, MA: Performanetics Press.
19. French, L., (2004). Science as the center of a coherent, integrated early childhood curriculum [Electronic version]. Early Childhood Research Quarterly, 19, 138-149.
20. Gandini, L., (1998). Educational and caring spaces. In, C. Edwards, L. Gandini, &, G. Forman, (Eds.), The hundred languages of children: The Reggio Emilia approach-advanced reflections (2nd ed., pp. 161-178). Greenwich, CT: Ablex Publishing Corporation.
21. Gandini, L., (2004). Foundations of the Reggio Emilia approach. In, J. Hendrick, (Ed.), Next steps toward teaching the Reggio way: Accepting the challenge to change (2nd ed., pp. 13-26). Upper Saddle River, NJ: Pearson/Merrill/Prentice Hall.
22. Gandini, L., &, Goldhaber, J., (2001). Two reflections about documentation. In, L. Gandini, &, C. P. Edwards, (Eds.), Bambini: The Italian approach to infant/toddler care (pp. 124-145). New York: Teachers College Press.
23. Fromberg, D. P., (1999). A review of research on play. In, C. Seefeldt, (Ed.). The early childhood curriculum: Current findings in theory and practice (pp. 27-53). New York: Teachers College Press.
24. Gelman, R., &, Brenneman, K., (2004). Science learning pathways for young children [Electronic version]. Early Childhood Research Quarterly, 19, 150-158.
25. Glesne, C., (1999). Becoming qualitative researchers: An introduction (2nd ed.) New York: Longman.
26. Glesne, C., &, Peshkin, A., (1992). Becoming qualitative researchers: An introduction. New York: Longman.
27. Grieshaber, S., &, Diezmann, C., (2000). The challenge of teaching and learning science with young children. In, N. J. Yelland, (Ed.), Promoting meaningful learning: Innovations in educating early childhood professionals (pp. 87-94). Washington, D.C.: National Association for the Education of Young Children.
28. Hadzigeorgiou, Y., (2002). A study of the development of the concept of mechanical stability in preschool children. Research in Science Education, 32 (3), 373-391.
29. Hankla, A.K., (1975). An energy conference for little people. Science and Children, 12 (7), 5-7.
30. Hill, L., Stremmel, A. J., &, Fu, V. R., (Foreword by J. Goldhaber) (2005). Teaching as inquiry: Rethinking curriculum in early childhood education. Boston: Pearson/Allyn & Bacon.
31. Hoorn, J.V., Nourot, P.M., Scales, B., &, Alward K.R., (1993) Play at the center of the curriculum. New York: Merrill; Toronto: Maxwell Macmillan Canada; New York: Maxwell Macmillan International.
32. Huffman, D., (2002). Evaluating science inquiry: A mixed-method approach. In, J.W. Altschuld, &, D.D. Kumar, (Eds.), Evaluation of Science and Technology Education at the dawn of a new millennium (pp. 219-242). New York: Kluwer Academic/Plenum Publishers.
33. Johnson, J., (1999) The forum on early childhood science, mathematics, and technology education. In the papers from the Forum on Early Childhood Science, Mathematics, and Technology Education, February 6-8, 1998, Washington, DC. Dialogue on early childhood science, mathematics, and technology education (pp. 14-26). Washington, DC: American Association for the Advancement of Science/Project 2061.
34. Julyan, C., &, Duckworth, E., (2005). A constructivist perspective on teaching and learning science. In, C.T. Fosnot, (Ed.). Constructivism: Theory, perspectives, and practice (2nd ed., pp. 61-79). New York: Teachers College Press.
35. Kallery, M., &, Psillos, D., (2002). What happens in the early years science classroom? The reality of teachers' curriculum implementation activities. European Early Childhood Education Research Journal, 10 (2), 49-61.
36. Kantor, R., &, Fernie, D., (2003). What we have learned through an ethnographic lens. In, R. Kantor, &, D. Fernie, (Eds.), Early childhood classroom processes (pp. 207-230). Cresskill, NJ: Hampton Press.
37. Kantor, R., &, Whaley, K.L., (1998). Existing frameworks and new ideas from our Reggio Emilia experience: Learning at a Lab school with 2- to 4-year-old children. In, C. Edwards, L. Gandini, &, G. Forman, (Eds.), The hundred languages of children: The Reggio Emilia approach-advanced reflections (2nd ed., pp. 313-334). Greenwich, CT: Ablex Publishing Corporation.
38. Katz, L.G., (1999). International perspectives on early childhood education: Lessons from my travels. Early Childhood Research & Practice, 1 (1), Retrieved October 4, 2005, from.
39. Katz, L., &, Chard, S. C., (2000). Engaging children's minds: The project approach (2nd ed.). Connecticut: Ablex Publishing Corporation, Stamford.
40. Kilmer, S.J., &, Hofman, H., (1995). Transforming science curriculum. In, S. Bredecamp, &, T. Rosegrant, (Eds.), Reaching potentials: Transforming early childhood curriculum and assessment (V.2). Washington, DC: NAEYC.
41. Lindfors, J.W., (1999). Children's inquiry: Using language to make sense of the world. New York: Teachers College, Columbia University.
42. Linn, M.C., (1987). Establishing a research base for science education: Challenges, trends, and recommendations. Journal of Research in Science Teaching, 24, 191-216.
43. Malaguzzi, L., (1994). Your image of the child: Where teaching begins. Child Care Information Exchange, 96, 52-61.
44. Malaguzzi, L., (1998). History, ideas, and basic philosophy: An interview with Lella Gandini. In, C. Edwards, L. Gandini, &, G. Forman, (Eds.), The hundred languages of children: The Reggio Emilia approach-advanced reflections (2nd ed., pp. 49-97). Greenwich, CT: Ablex Publishing Corporation.
45. Mooney, C.G., (2000) Theories of childhood: An introduction to Dewey, Montessori, Erikson, Piaget and Vygotsky. St. Paul, MN: Redleaf Press; Beltsville, MD: Distributed by Gryphon House.
46. National Research Council [NRC]. (2001). Eager to learn: Educating our preschoolers. Committee on Early Childhood Pedagogy. In, B.T. Bowman, M.S. Donovan, &, M.S. Burns, (Eds.), Commission on Behavioral and Social Sciences and Education. Washington, DC: National Academy Press.
47. New, R., (2000). Reggio Emilia: An approach or an attitude? In, J. Roopnarine, &, J.E. Johnson, (Eds.), Approaches to early childhood education (3rd ed., pp. 341-358). Merril: Prentice Hall.
48. National Association for the Education of Young Children & The National Association of Early Childhood Specialists in State Departments of Education. (2002). Early learning standards: Creating the conditions for success. Retrieved from August 7, 2007, from http://www.naeyc.org/about/ positions.asp.
49. National Association for the Education of Young Children [NAEYC] & The National Council for Accreditation of Teacher Education [NCATE]. (October, 2001). NAEYC standards for early childhood professional preparation: Initial licensure Programs. Retrieved October 2, 2005, from http://www.naeyc.org/ faculty/pdf/2001.pdf#xml=http://naeychq.naeyc.org/texis/search/pdfhi.txt?query= science+standards&pr=naeyc&prox=sentence&rorder=750&rprox= 500&rdfreq=1000&rwfreq=1000&rlead=1000&sufs=2&order= r&cq=&id=42ea2878ea.
50. Ohio Department of Education. (2004a). Early learning content standards. Retrieved August 7, 2007, from http://www.ode.state.oh.us.
51. Ohio Department of Education. (2004b). Science correlation of benchmarks and indicators through Grade 2 - Early learning content standards for Science. Retrieved August 7, 2007, from http://www.ode.state.oh.us.
52. Patrick, H., Mantzicopoulos, P., &, Samarapungavan, A., (2009). Motivation for learning science in kindergarten: Is there a gender gap and does integrated inquiry and literacy instruction make a difference. Journal of Research in Science Teaching, 46 (2), 166-191.
53. Patton, M.Q., (1990). Qualitative evaluation and research methods (2nd ed.). Newbury Park, CA: Sage Publications.
54. Piscitelli, B., (2000). Practicing what we preach: Active learning in the development of early childhood professionals. In, N. J. Yelland, (Ed.), Promoting meaningful learning: Innovations in educating early childhood professionals (pp. 37-46). Washington, D.C.: National Association for the Education of Young Children.
55. Rakow, S. J., &, Bell, J., (1998). Science and young children: The message from the National Science Education Standards. Childhood Education, 74 (3), 164-167.
56. Rankin, B., (2004). Dewey, Piaget, Vygotsky: Connections with Malaguzzi and the Reggio Emilia approach. In, J. Hendrick, (Ed.), Next steps toward teaching the Reggio way: Accepting the challenge to change (2nd ed., pp. 27-36). Upper Saddle River, NJ: Pearson/Merrill/Prentice Hall.
57. Reggio Children. (2000a). Everything has a shadow except ants (2nd ed.) Italy: Reggio Emilia.
58. Reggio Children. (2000b). I cento linguaggi dei bambini: Narrativa del possible [The hundred languages of children: Narrative of the possible]. Italy: Reggio Emilia.
59. Rinaldi, C., (1993). The emergent curriculum and social constructivism: An interview with Lella Gandini. In, C. Edwards, L. Gandini, &, G. Forman, (Eds.), The hundred languages of children: The Reggio Emilia approach to early childhood education (pp. 101-112). Norwood, NJ: Ablex Publishing Corporation.
60. Rinaldi, C., (1998). Projected curriculum constructed through documentation-Progettazione: An interview with Lella Gandini. In, C. Edwards, L. Gandini, &, G. Forman, (Eds.), The hundred languages of children: The Reggio Emilia approach-advanced reflections (2nd ed., pp. 113-125). Greenwich, CT: Ablex Publishing Corporation.
61. Spradley, J.P., (1979). Ethnographic interview. New York: Holt, Rinehart and Winston.
62. Spradley, J.P., (1980). Participant observation. New York: Holt, Rinehart and Winston.
63. Spradley, J.P., &, McCurdy, D.W., (1972). Cultural experience; ethnography in complex society. Chicago: Science Research Associates.
64. Tsitouridou, M., (1999). Concepts of science in the early years: Teachers' perceptions towards a "transformational field". European Early Childhood Education Research Journal, 7 (1), 83-93.
65. Vygotsky, L.S., (1978). Mind in society. Cambridge, MA: Harvard University Press.
66. Yin, R.K., (2003). Case study research: Design and methods (3rd ed.) CA: Sage Publications.