Teachers' Knowledge and Implementation of Science in Early Childhood Classrooms

• In Event: Instructional Approaches in Early Childhood Education

Abstract

The purpose of this study is to examine the ways preschool teachers talk about science and the challenges they encounter when teaching young children science. The researchers conducted 11 classroom observations and interviewed 14 teachers. The California Preschool Foundations, specifically the Science Foundations, were used to analyze how teacher define science activities. The standards teachers use to inform instruction and the challenges they face in implementing science are discussed. Findings suggestion some teachers offer a variety of in-depth science opportunities, while other teachers require more education and training to offer similar opportunities. We discuss the disparities between where the more knowledgeable teachers work compared to the teachers who require additional education, and the potential impact of these differences on children.

Authors

• Ruth A. Piker, California State University - Long Beach

• Hannah Thompson, California State University - Long Beach