Qualifying pedagogical practice in early science education through a synthesis of research recommendations and children’s perspectives

In a Danish context, no formal education takes place until the age of six. However, since 2018 science has been included as a pedagogical focus area to strengthen informal learning in the age group. We aim to qualify and strengthen pedagogical practice related to early science education (0-6 years) through a combination of three supplementary approaches:

We mapped current forms of practice in early science education (0-6 years) in Denmark through a nationwide survey of 1630 institutions in the 0-6 years age range. 765 of these (46%) self-identified as having strong experience with science activities.
We performed a review of research published during the last decade to identify approaches to supporting children’s recognition of science concepts and perspectives, and to investigate how the attitude, relation, communication and learning management enacted by early childhood professionals contribute to cognition and opportunities for children’s participation.
Based on our survey data (1), we selected institutions self-identifying as having strong experience working with science. A subset was identified representing three size classes (small, medium, large) situated in either urban, rural or semi-natural surroundings. We observed science activities at these nine institutions, and subsequently interviewed groups of participating children. This systematic inclusion of children’s perspectives sets a novel context in which to discuss the recommendations identified in the literature review (2).

Combining the synthesis of research recommendations, observations of current practice and children’s perspectives, we identify key points of awareness for pedagogical practice. Our results highlight how awareness of the sense-making process at the individual level is crucial for children to find science activities meaningful. We point to specific aspect of dialogue, the embedded context (places and artifacts), and the role of self-determination, to qualify approaches to early science that point towards future education and strengthen early science capital.