Science in action in spontaneous preschool play – an essential foundation for future understanding

References

• Allen, M., & Kambouri-Danos, M. (2017). Substantive conceptual development in preschool science: Contemporary issues and future directions. Early Child Development and Care, 187(2), 181–191. doi:10.1080/03004430.2016.1237561.
   Web of Science ®Google Scholar
• Avraamidou, L. (2017). Stories we Live, Identities we Build. Elementary Science Identity as a Lived Experience. Talk Given NARST: San Antonio, USA.
   Google Scholar
• Bottrill, G. (2018). Can I go and play now? Rethinking the early years. London: Sage.
   Google Scholar
• Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. ISSN 1478-0887. Retrieved from http://eprints.uwe.ac.uk/11735 doi: 10.1191/1478088706qp063oa
   Google Scholar
• Britich Education Research Association. (2018). Ethical guidelines for educational research (4th ed.). London: The British Educational Research Association.
   Google Scholar
• Bruner, J. S., Goodnow, J. J., & Austin, G. A. (1956). A study of thinking. New York, NY: John Wiley.
   Google Scholar
• Bulenz, M. (2013). Teaching science through play in kindergarten: Does integrated play and science instruction build understanding? European Early Childhood Education Research Journal, 21(2), 226–249. doi: 10.1080/1350293X.2013.789195
   Web of Science ®Google Scholar
• Clarke, D., & Hollingsworth, H. (2002). Elaborating a model of teacher professional growth. Teaching & Teacher Education, 18(8), 947–967. doi: 10.1016/S0742-051X(02)00053-7
   Web of Science ®Google Scholar
• DES. (1965). Circular 10/65. London: Department of Education and Science.
   Google Scholar
• Driver, R. (2008). The Pupil as Scientist? Maidenhead: Open University Press.
   Google Scholar
• Driver, R., Guesne, E., & Tiberghien, A. (1985). Children’s ideas in science. Milton Keynes: Open University Press.
   Google Scholar
• Erduran, S., Simon, S., & Osborne, J. (2004). Taping into argumentation: Developments in the application of Toulmin’s argument pattern for studying science discourse. Science Education, 88(6), 915–933. doi: 10.1002/sce.20012
   Web of Science ®Google Scholar
• Fleer, M. (2009). Supporting scientific conceptual consciousness or learning in ‘a roundabout way’ in play-based contexts. International Journal of Science Education, 31(8), 1069–1089. doi: 10.1080/09500690801953161
   Web of Science ®Google Scholar
• Ganea, P. A., Pickard, M. B., & DeLoache, J. S. (2004). Transfer between picture books and the real world by very young children. Journal of Cognition and Development, 9(1), 46–66. doi: 10.1080/15248370701836592
   Web of Science ®Google Scholar
• Gelman, S. A., & Waxman, S. R. (2009). Response to Sloutsky: Taking development seriously: Theories cannot emerge from associations alone. Trends in Cognitive Sciences, 13, 332–333. doi: 10.1016/j.tics.2009.05.004
   PubMed Web of Science ®Google Scholar
• Gkouskou, E., & Tunnicliffe, S. (2017). Natural History Dioramas: An opportunity for children to observe physical science in action in a moment of time. Science Education International, 28(2), 7–18.
   Google Scholar
• Glaser, B. (2011). Getting out of the data: Grounded theory conceptualisation. Mill Valley, CA: Sociology Press.
   Google Scholar
• Gopnik, A. (2009). The Philosophical Baby: What Children's Minds Tell Us About Truth, Love, and the Meaning of Life. New York: Farrar, Straus and Giroux.
   Google Scholar
• Lloyd, E., Edmonds, C., Downs, C., Crutchley, R., & Paffard, F. (2017). Talking everyday science to very young children: A study involving parents and practitioners within an early childhood centre. Early Child Development and Care, 187(2), 244–260. doi:10.1080/03004430.2016.1226355.
   Web of Science ®Google Scholar
• Monteira, S. F., Jiménez-Aleixandre, J. P., & Brocos, P. (2018, July). Use of evidence by 3-4 and 5-6 year-olds: A comparative study. Talk given at European Research in Didactics of Biology (ERIDOB), Zaragoza, Spain.
   Google Scholar
• Monteira, S. F., & Jiménez-Aleixandre, J. P. (2016). The practice of using evidence in kindergarten: The role of purposeful observation. Journal of Research in Science Teaching, 53(8), 1232–1258. doi: 10.1002/tea.21259
   Web of Science ®Google Scholar
• Moyles, J. (1989). Just playing? The role and Status of play in early Childhood education. Maidenhead: Open University Press.
   Google Scholar
• National Institute for Play. (n.d.). The science. Pattern of play. Retrieved from www.nifplay.org/science/pattern-play/
   Google Scholar
• Osborne, R. J., Bell, B. F., & Gilbert, J. K. (1983). Science teaching and children’s views of the world. European Journal of Science Education, 5(1), 1–14. doi: 10.1080/0140528830050101
   Google Scholar
• Parliament House of Commons. (1944). The education Act. London: The Stationery Office.
   Google Scholar
• Pell, T., & Jarvis, T. (2010). Developing attitude to science scales for use with children of ages from five to eleven years. International Journal of Science Education, 23(8), 847–862. doi: 10.1080/09500690010016111
   Web of Science ®Google Scholar
• Piekney, J., Grube, D., & Maehler, C. (2013). The development of Experimentation and evidence evaluation skills at pre school Age. International Journal of Science Education. doi: 10.1080/09500693.2013.776192
   Web of Science ®Google Scholar
• Roth, W.-M., Mafra Goulart, M. I., & Plakitsi, K. (2013). Science education during early Childhood. A cultural – historical perspective. Dordrecht: Springer. p. 14
   Google Scholar
• Russell, T., & McGuigan, L. (2016). Exploring science with young children. A developmental perspective. London: Sage.
   Google Scholar
• Sylva, K., Roy, C., & Painter, M. (1980). Child Watching at Playgroup and nursery school: Oxford Pre-school research project. London: Grant McIntyre.
   Google Scholar
• Toulmin, S. E. (1958). The uses of Argument. Cambridge: Cambridge University Press.
   Google Scholar
• Toulmin, S. E. (2003). The uses of Argument (Updated edition). Cambridge: Cambridge University Press.
   Google Scholar
• Tunnicliffe, S. D. (1990). Challenge science – living things pupil material and teachers book. Oxford: Basil Blackwell.
   Google Scholar
• Tunnicliffe, S. D. (2013). Talking and doing science in the early years. London: Routledge.
   Google Scholar
• Tunnicliffe, S. D., & Brugueiere, C. (2017). Growing scientific thinking with fictional; books: Questioning and imagination in early years. In M. F. Martins Costa & C. P. J. B. V. Dorrio (Eds.), Hands on science: Growing with science (pp. 16–19). Aviero: The Hands-on Science Network.
   Google Scholar
• Whitebread, D., Basilio, M., Kuvalja, M., & Verma, M. (2012). The importance of play: A report on the value of children’s play with a series of policy recommendations. Brussels: Toys Industries for Europe.
   Google Scholar
• Wood, E. (2015). Wonder why our dog has been so naughty? Chapter 2. In S. Robson & S. F. Quinn (Eds.), The Routledge International Handbook of young children’s thinking and understanding (pp. 19–30). Abingdon: Routledge.
   Google Scholar
• Zimmerman, C. (2007). The development of scientific thinking skills in elementary and middle school. Developmental Review, 27, 172–223. doi: 10.1016/j.dr.2006.12.001
   Web of Science ®Google Scholar
• Zimmerman, C. (2017). The development and validation of a learning progression for argumentation. Science Report, 53(6), 821–846. Retrieved from www.nifplay.org/science/pattern-play/retrieved 27/6/18
   Google Scholar