Conceptual PlayWorld for Infant-Toddlers: The Unique Nature of Becoming a Science Learner in the Early Years of Life
Author:
Funder
Australian Research Council
Publisher
Springer Science and Business Media LLC
Subject
Education
Link
https://link.springer.com/content/pdf/10.1007/s11165-023-10145-2.pdf
Reference29 articles.
1. Adbo, K., & Carulla, C. V. (2020). Learning about science in preschool: Play-based activities to support children’s understanding of chemistry concepts. International Journal of Early Childhood, 2020(52), 17–35.
2. Andersson, K., & Gullberg, A. (2012). What is science in preschool and what do teachers have to know to empower children? Cultural Studies of Science Education, 9(2), 275–296. https://doi.org/10.1007/s11422-012-9439-6
3. Blake, E., & Howitt, C. (2012). Science in early learning centres: Satisfying curiosity, guided play or lost opportunities? In K. C. D. Tan & M. Kim (Eds.), Issues and challenges in science education research: Moving forward (pp. 281–299). Springer.
4. Eshach, H., & Fried, M. N. (2005). Should science be taught in early childhood? Journal of Science Education and Technology, 14(3), 315–336.
5. Fleer, M. (2019). Scientific playworlds: A model of teaching science in play-based settings. Research in Science Education, 49(5), 1257–1278.
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