Page 334 - Čotar Konrad Sonja, Borota Bogdana, Rutar Sonja, Drljić Karmen, Jelovčan Giuliana. Ur. 2022. Vzgoja in izobraževanje predšolskih otrok prvega starostnega obdobja. Koper: Založba Univerze na Primorskem
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ja Plazar
unpleasant science education experiences, or because of their insufficient
content knowledge or alternative ideas about science topics (Conezio and
French 2002; Kavalari, Kakana, and Christidou 2012; Broström 2015; Areljung
2018). Even Danish researches are showing that preschool teachers have a
diffuse understanding of science education and they introduce children for
science questions and phenomenon only in a limited range (Broström et
al. 2014). A new Danish evaluation rapport shows that preschool children’s
study of ‘nature and nature phenomenon’ is the theme, which preschool
teachers give less attention. Such a low priority is also seen in other countries
(Broström 2015). American research reports that children’s emergent skills on
science learning are not taken into consideration in early childhood class-
room (Tu 2006; Saçkes et al. 2011). Other studies show that teachers them-
selves do not have science competences and are not familiar with using
science equipment, nor to follow children’s science questions and wonder
(Broström 2015). Also Kavalari, Kakana, and Christidou (2012) indicate that
teachers show lack of confidence in approaching topics in science. Even
more, teachers often doubt the benefits of science teaching (Eshach and
Fried 2005).
Nevertheless, the reasons which lead to resisting pedagogical ideas for sci-
ence teaching provide useful insights for designing professional develop-
ment activities for preschool teachers (Areljung 2018). On the basis of their
study and similar studies in the literature, Doğan and Simsar (2018) suggest
some solutions, which could provide positive outcomes to preschool science
education. They propose that teachers should increase their knowledge and
skills by participating in various courses and seminars at regular intervals,
thus following the innovations and changes related to science education.
Further they suggest rearrangement of undergraduate preschool teacher ed-
ucation programs in terms of increasing the number and quality of courses
of science education. In addition, it is suggested to decrease the number of
children in the preschool classroom and include the parents into science ac-
tivities when performed in the preschool classroom.
Conclusions
In their preschool years, children make the most significant progress in the
development of cognitive, physical, linguistic, emotional, and social skills. In
the last decades it is shown that science education is of great importance
to the development of children, and many researchers suggest that sci-
ence education should begin already during the early childhood period. The
most important in early preschool science education is to choose appropri-
334
unpleasant science education experiences, or because of their insufficient
content knowledge or alternative ideas about science topics (Conezio and
French 2002; Kavalari, Kakana, and Christidou 2012; Broström 2015; Areljung
2018). Even Danish researches are showing that preschool teachers have a
diffuse understanding of science education and they introduce children for
science questions and phenomenon only in a limited range (Broström et
al. 2014). A new Danish evaluation rapport shows that preschool children’s
study of ‘nature and nature phenomenon’ is the theme, which preschool
teachers give less attention. Such a low priority is also seen in other countries
(Broström 2015). American research reports that children’s emergent skills on
science learning are not taken into consideration in early childhood class-
room (Tu 2006; Saçkes et al. 2011). Other studies show that teachers them-
selves do not have science competences and are not familiar with using
science equipment, nor to follow children’s science questions and wonder
(Broström 2015). Also Kavalari, Kakana, and Christidou (2012) indicate that
teachers show lack of confidence in approaching topics in science. Even
more, teachers often doubt the benefits of science teaching (Eshach and
Fried 2005).
Nevertheless, the reasons which lead to resisting pedagogical ideas for sci-
ence teaching provide useful insights for designing professional develop-
ment activities for preschool teachers (Areljung 2018). On the basis of their
study and similar studies in the literature, Doğan and Simsar (2018) suggest
some solutions, which could provide positive outcomes to preschool science
education. They propose that teachers should increase their knowledge and
skills by participating in various courses and seminars at regular intervals,
thus following the innovations and changes related to science education.
Further they suggest rearrangement of undergraduate preschool teacher ed-
ucation programs in terms of increasing the number and quality of courses
of science education. In addition, it is suggested to decrease the number of
children in the preschool classroom and include the parents into science ac-
tivities when performed in the preschool classroom.
Conclusions
In their preschool years, children make the most significant progress in the
development of cognitive, physical, linguistic, emotional, and social skills. In
the last decades it is shown that science education is of great importance
to the development of children, and many researchers suggest that sci-
ence education should begin already during the early childhood period. The
most important in early preschool science education is to choose appropri-
334
