But is it science?

Watts, M., Salehjee, S. and Essex, J. (2017) But is it science? Early Child Development and Care, 187(2), pp. 274-283. (doi: 10.1080/03004430.2016.1237566)

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.

• Item Type: Articles
• Keywords: Question asking, transgressive play, scientific thinking.
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Salehjee, Dr Saima
• Authors: Watts, M., Salehjee, S., and Essex, J.
• College/School: College of Social Sciences > School of Social & Environmental Sustainability
• Journal Name: Early Child Development and Care
• Publisher: Taylor & Francis
• ISSN: 0300-4430
• ISSN (Online): 1476-8275
• Published Online: 06 December 2016
• Copyright Holders: Copyright © 2016 The Authors
• First Published: First published in Early Child Development and Care 187(2): 274-283
• Publisher Policy: Reproduced under a Creative Commons License