LEADER 05429nam 22005533 450 001 9910799226203321 005 20241028115747.0 010 $a981-9972-86-8 035 $a(MiAaPQ)EBC31051716 035 $a(Au-PeEL)EBL31051716 035 $a(CKB)29510381100041 035 $a(EXLCZ)9929510381100041 100 $a20240105d2024 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aPlayful Science Investigations in Early Childhood $eA Longitudinal Case Study 205 $a1st ed. 210 1$aSingapore :$cSpringer Singapore Pte. Limited,$d2024. 210 4$d©2023. 215 $a1 online resource (109 pages) 225 1 $aSpringerBriefs in Education Series 311 08$aPrint version: Moeed, Azra Playful Science Investigations in Early Childhood Singapore : Springer Singapore Pte. Limited,c2024 9789819972852 327 $aIntro -- Acknowledgements -- Abstract -- Contents -- 1 Playing Teaching and Learning Through Science Investigations -- 1.1 Introduction -- 1.2 Science Education in Early Childhood -- 1.3 Teacher Knowledge and Practice -- 1.4 Teacher Professional Development -- 1.5 Play-Based Science Teaching and Learning in ECE -- 1.6 Science Investigation in New Zealand Schools -- 1.7 Science Investigations in Early Childhood Education -- 1.8 Early Childhood Education in New Zealand -- 1.8.1 K?hanga Reo -- 1.9 Te Wh?riki-Our Bilingual, World Leading Curriculum -- 1.10 Two Approaches to Teacher Development -- Coaching and Mentoring -- 1.11 Learning Stories -- 1.12 Summary -- References -- 2 Research Design and Methodology -- 2.1 Theoretical Framework -- 2.1.1 Communitas -- 2.1.2 Sociocultural Theory -- 2.1.3 Social Constructivism -- 2.2 How the Three Theoretical Approaches Informed This Research -- 2.3 Research Questions -- 2.4 Methodology -- 2.5 Methods -- 2.5.1 Teacher Interviews -- 2.5.2 Mentor Diaries -- 2.5.3 Teacher Planning -- 2.6 Data Analysis -- 2.7 Validity and Reliability -- 2.8 Researcher Reflexivity -- References -- 3 Teaching Science in Early Childhood -- 3.1 Introduction -- 3.2 From Fear to Fascination of Teaching Science -- 3.3 Analysis of the Above Three Teaching and Learning Experiences -- 3.4 Analysis of Fruit of the Week Activity Over the Period of the Research -- 3.5 Teaching as Inquiry -- 3.5.1 Growing as a Science Teacher of Little Children -- 3.6 Science Teaching Inquiry Cycle -- 3.6.1 Evidence of Planning and Gathering Evidence -- 3.7 Analysis of the Mentoring Data -- 3.7.1 Mentor Reflection Analysis -- 3.7.2 Analysis of Teacher Interview Data -- 3.8 Summary -- References -- 4 Research Evidence of Children Playing and Learning to Investigate -- 4.1 Introduction. 327 $a4.2 Presentation of Learning Stories and Teacher-Learner Learning Conversations -- 4.2.1 Children's Experiences of Different Approaches to Investigation -- 4.3 From Situational Interest to Personal Interest -- 4.3.1 Exploring Snails, Creating Situational Interest -- 4.3.2 Martin's Personal Interest -- 4.3.3 Cameron's Personal Interest in Growing Sunflowers -- 4.4 Summary -- References -- 5 Discussion of Emerging Themes -- 5.1 Emerging Themes -- 5.1.1 Understanding and Implementing the Intentions of Our World Leading Curriculum -- 5.1.2 Teacher as a Learner-The Key to Professional Development -- 5.1.3 Mentor as Both Teacher and Learner -- 5.1.4 Exploration, Playing, and Learning Science Through Investigation -- 5.1.5 Ways of Making Sense of Our Natural World Through the Adoption of M?tauranga M?ori, Science, and Other Perspectives -- 5.1.6 Theories and Practices -- Communitas, Socio-cultural Theory and Social Constructivism -- 5.1.7 Learning Stories to Learning Conversations -- 5.2 Summary -- References -- 6 Conclusion and Final Thoughts -- 6.1 Introduction -- 6.2 Answers to the Research Questions -- 6.2.1 What Teacher and Mentor Interactions Support ECE Teacher's Science Teaching Pedagogy? -- 6.2.2 How Can Teacher Inquiry into Their Practice Build Their Science Knowledge, Knowledge About Science, and Nature of Science Investigation? -- 6.2.3 In What Ways Can Science Investigations Support Children to Make Sense of the Physical Natural World from a Scientific Perspective? -- 6.2.4 In What Ways Can Science Investigations Be Integrated into an ECE Learning Programme and Support children's Literacy Learning and Their Holistic Development? -- 6.3 Complexity of Policy, Implementation, and Practice -- 6.4 Final Thoughts -- References -- Glossary. 410 0$aSpringerBriefs in Education Series 606 $aEducació infantil$2thub 606 $aEnsenyament científic$2thub 606 $aJoc$2thub 606 $aCognició en els infants$2thub 606 $aAprenentatge per descobriment$2thub 608 $aLlibres electrònics$2thub 615 7$aEducació infantil 615 7$aEnsenyament científic 615 7$aJoc 615 7$aCognició en els infants 615 7$aAprenentatge per descobriment 700 $aMoeed$b Azra$0852644 701 $aDobson$b Stephen$0415913 701 $aSaha$b Sankari$01586107 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910799226203321 996 $aPlayful Science Investigations in Early Childhood$93872377 997 $aUNINA