Enhancing young children’s science identity through pedagogical practices

Document Type

Book Chapter

Publication Title

Science in early childhood

First Page

124

Last Page

135

Publisher

Cambridge University Press

School

School of Education

Comments

Blake, E., & Howitt, C. (2018). Enhancing young children's science identity through pedagogical practices. In C. Campbell, W. Jobling & C. Howitt (Eds.), Science in early childhood (pp. 124-135). Cambridge University Press. https://doi.org/10.1017/9781108500142.010

Abstract

This chapter explores how young children’s science identity can be enhanced when thoughtful pedagogy is provided by the educator. The first part of this chapter presents the definitions of science identity and pedagogy, followed by an exploration of the relationship between educator beliefs and what they teach. The second half of the chapter presents two case studies to illustrate pedagogical practices associated with learning and teaching of science with young children, using play as a medium. These two case studies are interpreted using the five learning outcomes of the Early Years Learning Framework (EYLF) to highlight young children’s developing science identity.

DOI

10.1017/9781108500142.010

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