But is it science?. Issue 2 (1st February 2017)

• Record Type: Journal Article
• Authors: Watts, Mike; Salehjee, Saima; Essex, Jane
• Is Part Of: Early child development and care. Volume 187:Issue 2(2017)
• Page Start: 274
• Page End: 283
• Publication Date: 2017-02-01
• Subjects: question-asking -- transgressive play -- scientific thinking; Child development -- Periodicals; Children -- Services for -- Periodicals; 155.405
• DOI: 10.1080/03004430.2016.1237566
• Languages: English
• ISSNs: 0300-4430

Abstract

ABSTRACT: Early years science education is not science, but a curricular construction designed to induct young children into a range of ideas and practices related to the natural world. While inquiry-based learning is an important approach to this, it is not of itself unique to science and there are a range of logico-mathematical constructions that come closer to the essence of science. In this paper we discuss just three: empirical question-asking, transgressive play, and good thinking. The challenge, of course is to induct early years practitioners to a different way of shaping early science.