2,080
Views
19
CrossRef citations to date
0
Altmetric
Articles

Understanding preschool emergent science in a cultural historical context through Activity Theory

, , , , &

References

  • Andersson, K., and A. Gullberg. 2012. “What is Science in Preschool and What Do Teachers have to know to Empower the Children?” Cultural Studies of Science Education 9 (2): 275–296. doi: 10.1007/s11422-012-9439-6
  • Ärlemalm-Hagsér, E. 2013. “‘An Interest in the Best for the World’? Education for Sustainability in the Swedish Preschool.” Doctoral thesis. Acta Universitatis Gothoburgensis Göteborg university.
  • Bakhurst, David. 2009. “Reflections on Activity Theory.” Educational Review 61 (2): 197–210. Routledge. http://dx.doi.org/10.1080/00131910902846916 doi: 10.1080/00131910902846916
  • Edwards, A. 2004. “Understanding Context, Understanding Practice in Early Education.” European Early Childhood Education Research Journal 12 (1): 85–101. doi: 10.1080/13502930485209331
  • Engeström, Y. 1987. Learning by Expanding. An Activity-Theoretical Approach to Developmental Research. Helsinfors: Orienta-Koskit Oy.
  • Engeström, Y., R. Miettinem, and R.-L. Punamäki, eds. 1999. Perspectives on Activity Theory. New York: Cambridge University Press.
  • Ergazaki, M., K. Saltapida, and V. Zogza. 2010. “From Young Children's Ideas About Germs to Ideas Shaping a Learning Environment.” Research in Science Education 40 (5): 699–715. doi: 10.1007/s11165-009-9140-2
  • Fleer, M. 2008. “Interpreting Research Protocols – The Institutional Perspective.” In Studying Children. A Cultural-Historical Approach, edited by M. Hedegaard and M. Fleer, 65–87. London: Open University Press.
  • 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
  • Fleer, M. 2010. Early Learning and Development – Cultural-Historical Concepts in Play. Cambridge: University Press.
  • Garbett, D. 2003. “Science Education in Early Childhood Teacher Education: Putting Forward a Case to Enhance Student Teachers’ Confidence and Competence.” Research in Science Education 33 (4): 467–481. doi: 10.1023/B:RISE.0000005251.20085.62
  • Hall, N. 1987. The Emergence of Literacy. Portsmouth, NH: Heinemann.
  • Hedegaard, M. 2012. “Analyzing Children's Learning and Development in Everyday Settings from a Cultural-Historical Wholeness Approach.” Mind, Culture, and Activity 19 (2): 127–138. doi: 10.1080/10749039.2012.665560
  • Inan, H. Z., K. C. Trundle, and R. Kantor. 2010. “Understanding Natural Sciences Education in a Reggio Emilia-Inspired Preschool.” Journal of Research in Science Teaching 47 (10): 1186–1208. doi: 10.1002/tea.20375
  • Johnston, J. 2008. “Emergent Science.” Education in Science 227: 26–28.
  • Kaptelinin, V. 2005. “The Object of Activity: Making Sense of the Sense-Maker.” Mind, Culture, and Activity 12 (1): 4–18. doi: 10.1207/s15327884mca1201_2
  • Larsson, J. 2013. “Children's Encounters with Friction as Understood as a Phenomenon of Emerging Science and as ‘Opportunities for Learning’.” Journal of Research in Childhood Education 27 (3): 377–392. doi: 10.1080/02568543.2013.796335
  • Lave, J., and E. Wenger. 1991. Situated Learning: Legitimate Peripheral Participation. Cambridge, UK: Cambridge University Press.
  • Mosvold, R., and M. Alvestad. 2011. “The Guest Edito’s Introduction to the Special Issue.” International Journal of Early Childhood 43 (3): 189–198. doi: 10.1007/s13158-011-0041-y
  • National Agency for Education. 2008. Tio år efter förskolereformen. Nationell utvärdering av förskolan. Rapport 318, Stockholm: Skolverket.
  • National Agency for Education. 2011. Curriculum for the Preschool Lpfö 98, Revised 2010. Stockholm: Fritzes. http://www.skolverket.se/publikationer?id=2704
  • Nayfeld, I., K. Brennerman, and R. Gelman. 2011. “Science in the Classroom: Finding a Balance between Autonomous Exploration and Teacher-Led Instruction in Preschool Settings.” Early Education & Development 22 (6): 970–988. doi: 10.1080/10409289.2010.507496
  • Palmerus, K., I. Pramling, and M. Lindahl. 1991. Daghem før små barn. En utvecklingsstudie av personalens pedagogiska och psykologiska kunnande. Institutionen för metodik, Göteborgs University, Rapport nr. 6, Göteborg University.
  • Peterson, S. M., and L. French. 2008. “Supporting Young Children's Explanations Through Inquiry Science in Preschool.” Early Childhood Research Quarterly 23: 395–408. doi: 10.1016/j.ecresq.2008.01.003
  • Sheridan, S., P. Williams, A. Sandberg, and T. Vuorinen. 2011. “Preschool Teaching in Sweden – A Profession in Change.” Educational Research 53 (4): 415–437. doi: 10.1080/00131881.2011.625153
  • Siraj-Blatchford, J. 2001. Emergent Science and Technology in the Early Years, Paper to be presented at the XXIII WORLD CONGRESS OF OMEP Santiago Chile July 31st to 4th August 2001. Accessed April 22, 2013. http://www.327matters.org/Docs/omepabs.pdf
  • Spector-Levy, O., Y. Kesner Baruch, and Z. Mevarech. 2011. “Science and Scientific Curiosity in Pre-School – The teacher's Point of View.” International Journal of Science Education iFirst Article: 1–28.
  • Sundberg, B., and C. Ottander. 2013. “The Conflict Within the Role: A Longitudinal Study of Preschool Student Teachers’ Developing Competence in and Attitudes Towards Science Teaching in Relation to Developing a Professional Role.” Journal of Early Childhood Teacher Education 34 (1): 80–94. doi: 10.1080/10901027.2013.758540
  • Sundberg, B., and C. Ottander. 2014. “Science in Preschool – A Foundation for Education for Sustainability? A View from Swedish Preschool Teacher Education.” In Research in Early Childhood Education for Sustainability. International Perspectives and Provocations, edited by S. Elliott and J. Davis, 280–293. Routledge.
  • Swedish Research Council. 2011. Good Research Practice. Stockholm: Swedish Research Council.
  • Thulin, S. 2006. Vad händer med lärandets objekt? En studie av hur lärare och barn i förskolan kommunicerar naturvetenskapliga fenomen. [What Happens to the Object of Learning? A Study of How Teachers and Children in Preschool Communicate Scientific Phenomena]. Acta Wexionensia, 102. Växjö, Sweden: Växjö University Press.
  • Thulin, S. 2011. Teacher Talk and Children's Queries: Communication About Natural Science in Early Childhood Education (Doctoral thesis in Swedish). University of Gothenburg, Faculty of Education, Gothenburg, Sweden.
  • Wenger, E. 2005. Communities of Practice. Learning, Meaning and Identity. Cambridge: Cambridge University Press.
  • Yamagachi-Lynch, L. C. 2007. “Confronting Analytical Dilemmas for Understanding Complex Human Interactions in Design-Based Research from a Cultural-Historical Activity Theory (CHAT) Framework.” The Journal of the Learning Sciences 16 (4): 451–484. doi: 10.1080/10508400701524777

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.