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The Significance of the Constructivist Approach in Preschool Science Education
sentations and the concepts that naturally follow. Children then rely on the
mental representations as the basis for further learning and for higher order
intellectual skills such as problem solving, hypothesis testing, and general-
izing across situations. Furthermore, in their study, Eshach and Fried (2005)
summarize the reasons why even the smallest children should be exposed to
science: (1) children naturally enjoy observing and thinking about nature; (2)
exposing children to science develops positive attitudes towards science; (3)
early exposure to scientific phenomena leads to better understanding of the
scientific concepts studied later in life; (4) the use of scientifically informed
language at an early age influences the subsequent development of scien-
tific concepts; (5) children can understand scientific concepts and reason sci-
entifically; (6) through experience science, children develop scientific think-
ing.
The Importance of Preschool Science Education
However, being only exposed to natural phenomena and observing the na-
ture in the preschool period is not enough. To develop positive attitudes
towards science, appropriate experience and engagement during develop-
ment in combination with quality learning, are vital to help children under-
stand the world, collect and organize information, and to apply and test their
new ideas. For this, qualified adults, stimulating environments, and a good
science education program are very important (Tu 2006), and results in all
students gaining a solid foundation of core science knowledge and skills.
This includes a coherent, well-designed curriculum, teachers who have the
resources and skills to teach effectively; and communities and families that
are committed to excellence (Mirzaie, Hamidi, and Anaraki 2009; Tu 2006).
Özbey and Alisinanoğlu (2008) believe that for science education, the pri-
mary school period is too late. Science education is necessary already in the
preschool period, for the children to improve their creativity and learn about
different perspectives. Moreover, science education in the preschool period
forms the basis for the science education at primary school and that is why
it is necessary early on. Children before the age of six need science edu-
cation, so that they can learn about their living environment, natural phe-
nomena, and generate original ideas (Mirzaie, Hamidi, and Anaraki 2009).
Many researches in the last years have proven that preschool children have
a much greater potential for learning and understanding science than pre-
viously thought – even in their earliest years. Both, the environment and the
support of trained teachers, have a significant impact on the child’s experi-
ence and subsequent lifelong learning of science (Garbett 2003; Worth 2010,
327
sentations and the concepts that naturally follow. Children then rely on the
mental representations as the basis for further learning and for higher order
intellectual skills such as problem solving, hypothesis testing, and general-
izing across situations. Furthermore, in their study, Eshach and Fried (2005)
summarize the reasons why even the smallest children should be exposed to
science: (1) children naturally enjoy observing and thinking about nature; (2)
exposing children to science develops positive attitudes towards science; (3)
early exposure to scientific phenomena leads to better understanding of the
scientific concepts studied later in life; (4) the use of scientifically informed
language at an early age influences the subsequent development of scien-
tific concepts; (5) children can understand scientific concepts and reason sci-
entifically; (6) through experience science, children develop scientific think-
ing.
The Importance of Preschool Science Education
However, being only exposed to natural phenomena and observing the na-
ture in the preschool period is not enough. To develop positive attitudes
towards science, appropriate experience and engagement during develop-
ment in combination with quality learning, are vital to help children under-
stand the world, collect and organize information, and to apply and test their
new ideas. For this, qualified adults, stimulating environments, and a good
science education program are very important (Tu 2006), and results in all
students gaining a solid foundation of core science knowledge and skills.
This includes a coherent, well-designed curriculum, teachers who have the
resources and skills to teach effectively; and communities and families that
are committed to excellence (Mirzaie, Hamidi, and Anaraki 2009; Tu 2006).
Özbey and Alisinanoğlu (2008) believe that for science education, the pri-
mary school period is too late. Science education is necessary already in the
preschool period, for the children to improve their creativity and learn about
different perspectives. Moreover, science education in the preschool period
forms the basis for the science education at primary school and that is why
it is necessary early on. Children before the age of six need science edu-
cation, so that they can learn about their living environment, natural phe-
nomena, and generate original ideas (Mirzaie, Hamidi, and Anaraki 2009).
Many researches in the last years have proven that preschool children have
a much greater potential for learning and understanding science than pre-
viously thought – even in their earliest years. Both, the environment and the
support of trained teachers, have a significant impact on the child’s experi-
ence and subsequent lifelong learning of science (Garbett 2003; Worth 2010,
327
