Science in Early Childhood Education
Stig Broström

Based on an action research project with 12 preschools in a municipality north of Copenhagen the article investigates and takes a first step in order to create a preschool science Didaktik. The theoretical background is double-sided. The pedagogical / didactical approach consists of a German critical constructive Bildung Didaktik, and the learning approach is based on a vygotskian cultural-historical activity theory. As a tool for educational thinking and planning a so-called science oriented dynamic contextual didactical model was elaborated. The article contributes with formulation of five educational principles which might be seen as fundament for a preschool science Didaktik. In the end several problem are discussed, among other the main problem: How can preschool teachers balance children’s wonder, their own construction of knowledge (which often result in a anthropocentric thinking) with a teaching approach giving children a scientific understanding of science phenomenon.

Full Text: PDF     DOI: 10.15640/jehd.v4n2_1a12