Objectives
At the end of this chapter you will be able to:
recognise a range of formal and informal approaches that enhance children’s science learning
demonstrate the need to scaffold children’s explorations and how this can be achieved
use effective questioning for focusing and enhancing children’s science learning
describe ways that educators can enhance science learning through targeted exploration
recognise the science skills, processes and knowledge that can be acquired by young children.
Overview
This chapter links theory with practice by discussing the range of approaches that can be used with young children to enhance their learning. It discusses the interactivity of approaches that educators use with children and settings. Whether it is through the processes of science, such as the development of observation, or through the skilful questioning of the educator, the approach used should enhance children’s learning.
Considering the range of learning theories presented in Chapter 4 , how does an educator make sense of the multitude of theoretical perspectives available and translate these into a practice that aids children’s learning? One way is to consider the strong messages coming from all theories: children construct their own understanding, learning is enhanced through social interaction and the educator is pivotal to children’s learning.
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