Early Childhood Science Teaching Practices and Children’s Inquiry Skills

• In Event: Pedagogical Practices and Classroom Quality in Early Learning

Abstract

The purpose of this study is to explore early childhood science teaching practices and their connection to children’s inquiry skills. A total of 22 preschool and kindergarten teachers and 159 children from rural areas in a northwest U.S. state participated in this mixed-methods study from 2023 to 2024. Observed science teaching practices and directly assessed children’s inquiry skills were collected using validated measurement tools. Multilevel regression results showed that better science teaching practices were associated with children’s more advanced inquiry skills. Thematic analysis results revealed several science teaching practices that might promote children’s inquiry skills, such as asking questions that encourage children to investigate, scaffolding children’s understanding by relating to lived experiences, and using extended conversation.

Authors

• Rebecca Elizabeth Sermeno, University of Idaho

• Shiyi Chen, University of Idaho

• Kathryn Hodge, University of Idaho

• Zoe Froh, University of Idaho