Science in early childhood

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dc.contributor.author de Kock, Jill en
dc.date.accessioned 2015-04-10T02:09:55Z en
dc.date.available 2015-04-10T02:09:55Z en
dc.date.issued 2005-9 en
dc.identifier.citation ACE papers, Issue 16: Approaches to Domain Knowledge in Early Childhood Pedagogy, Paper 9. en
dc.identifier.uri http://hdl.handle.net/2292/25154 en
dc.description These ACE working papers were a publication of the Auckland College of Education and the last of these was produced in 2006. en
dc.description.abstract Much research has been published about children’s science ideas and how to teach scientific phenomena and concepts to children in the upper primary and secondary schools. Research is now slowly growing with regards to the foundational knowledge and understanding of children at early childhood level and the role of teacher’s subject content in providing authentic science learning experiences. This paper reviews the science education literature relating to early childhood education and the early years of primary school. It discusses children’s foundational knowledge and understanding of science and teachers’ professional knowledge of science and understanding of children’s learning and development. It then examines the nature of teacher pedagogical content knowledge needed to provide quality and appropriate enriching learning experiences in the realm of science, and places this within Te Whaariki and other curriculum frameworks. en
dc.language.iso en en
dc.relation.ispartofseries ACE papers en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.title Science in early childhood en
dc.type Technical Report en
pubs.issue 16 en
dc.rights.accessrights http://purl.org/eprint/accessRights/OpenAccess en


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