Science in early childhood
As we present the third edition of this book, we are aware that science education in early childhood has moved significantly since the first edition. While retaining the essential elements of science learning and teaching that inform and guide students and educators of pre-school and early years settings, we wanted to include some new thoughts and material into this current edition – Science, Technology, Engineering and Mathematics (STEM), inclusive strategies, Indigenous approaches, outdoor learning, intentional teaching and professional learning as reflective practice. Research in early childhood science is developing internationally as well as in Australia and we have drawn on work done by the authors and reviews of the broader research literature, such that Science in Early Childhood provides information that is relevant and responsive to its intended audience. Each chapter helps to develop content knowledge of areas of science and instructs on how to guide children's learning in that area. Many different approaches to science learning are taken, with an understanding that science is inter-related with most other curriculum areas and, in particular, with an understanding that young children tend to learn through play, in a holistic way. There is a growing recognition of the importance of science explorations in children's lives as they try to make sense of the world around them. Cognitively, it is important for educators to have input into children's developing science understandings and to be able to guide their concept development. Science in Early Childhood is designed to complement Australia's Early Years Learning Framework (EYLF) and the Australian Curriculum: Science, with references in each chapter to the alignment of content with the philosophy and anticipated outcomes of the national guidelines. Internationally, the ‘early years’ comprise a period recognised as that time between birth and 8 years of age, and this book provides resources for practitioners working in this age range. In recognition of the general acceptance in the early years’ community of ‘learning through play’, Science in Early Childhood highlights varied types of learning and learning environments: naturalistic, informal and formal. Information in chapters is illustrated through the use of detailed case studies and practical examples that relate to both pre-school and the early years of school.