1,678
Views
7
CrossRef citations to date
0
Altmetric
Articles

Early science education in preschools – the contribution of professional development and professional exchange in team meetings

ORCID Icon, ORCID Icon, &

References

  • Anders, Y., and I. Ballaschk. 2014. “Studie zur Untersuchung der Reliabilität und Validität des Zertifizierungsverfahrens der Stiftung „Haus der kleinen Forscher.” In Wissenschaftliche Untersuchungen zur Arbeit der Stiftung, Haus der kleinen Forscher“, Band 6, edited by Stiftung Haus der kleinen Forscher, 35–116. Schaffhausen: Schubi Lernmedien AG.
  • Baldwin, T. T., and J. K. Ford. 1988. “Transfer of Training: A Review and Directions for Future Research.” Personnel Psychology 41 (1): 63–105.
  • Beher, K., and M. Walter. 2012. Qualifikationen und Weiterbildung frühpädagogischer Fachkräfte: bundesweite Befragung von Einrichtungsleitungen und Fachkräften in Kindertageseinrichtungen; zehn Fragen-zehn Antworten; eine Studie der Weiterbildungsinitiative Frühpädagogische Fachkräfte (WiFF). München: Deutsches Jugendinstitut e. V.
  • Blömeke, S., L. Jenßen, M. Grassmann, S. Dunekacke, and H. Wedekind. 2017. “Process Mediates Structure: The Relation Between Preschool Teacher Education and Preschool Teachers’ Knowledge.” Journal of Educational Psychology 109 (3): 338–354.
  • Bove, C., S. Mantovani, B. Jensen, M. Karwowska-Struczyk, and O. Wysłowska. 2016. CARE – Curriculum Quality Analysis and Impact Review of European ECEC: D3.3. Report on “Good Practice” Case Studies of Professional Development in Three Countries. Accessed November 11, 2018. http://ecec-are.org/fileadmin/careproject/Publications/reports/CARE_WP3_D3_3_Report_on_good_practice_case_studies_of_professional_development_in_three_countries.pdf.
  • Brenneman, K., J. Stevenson-Boyd, and E. Frede. 2009. Math and Science in Preschool: Policies and Practice. New Brunswick, NJ: National Institute for Early Education Research.
  • Burke, L. A., and H. M. Hutchins. 2016. “Training Transfer: An Integrative Literature Review.” Human Resource Development Review 6 (3): 263–296.
  • Department for Education. 2018. Statutory Framework for the Early Years Foundation Stage. Accessed March 11, 2019. https://www.gov.uk/government/publications/early-years-foundation-stage-framework–2.
  • Duncan, G. J., C. J. Dowsett, A. Claessens, K. Magnuson, A. C. Huston, P. Klebanov, L. S. Pagani, et al. 2007. “School Readiness and Later Achievement.” Developmental Psychology 43 (6): 1428–1446.
  • Early, D. M., I. U. Iruka, S. Ritchie, O. A. Barbarin, D. M. C. Winn, G. M. Crawford, P. M. Frome, et al. 2010. “How do Pre-kindergarteners Spend Their Time? Gender, Ethnicity, and Income as Predictors of Experiences in Pre-kindergarten Classrooms.” Early Childhood Research Quarterly 25 (2): 177–193.
  • Fukkink, R. G., and A. Lont. 2007. “Does Training Matter? A Meta-Analysis and Review of Caregiver Training Studies.” Early Childhood Research Quarterly 22 (3): 294–311.
  • Garet, M. S., A. C. Porter, L. Desimone, B. F. Birman, and K. S. Yoon. 2001. “What Makes Professional Development Effective? Results from a National Sample of Teachers.” American Educational Research Journal 38 (4): 915–945.
  • Greenfield, D. B., J. Jirout, X. Dominguez, A. Greenberg, M. Maier, and J. Fuccillo. 2009. “Science in the Preschool Classroom: A Programmatic Research Agenda to Improve Science Readiness.” Early Education and Development 20 (2): 238–264.
  • Gropen, J., J. F. Kook, C. Hoisington, and N. Clark-Chiarelli. 2017. “Foundations of Science Literacy: Efficacy of a Preschool Professional Development Program in Science on Classroom Instruction, Teachers’ Pedagogical Content Knowledge, and Children’s Observations and Predictions.” Early Education and Development 28 (5): 607–631.
  • Hopf, M. 2012. Sustained shared thinking im frühen naturwissenschaftlich-technischen Lernen. Münster: Waxmann.
  • Inagaki, K., and G. Hatano. 1996. “Young Children’s Recognition of Commonalities Between Animals and Plants.” Child Development 67 (6): 2823–2840.
  • Janssen, R. 2010. Die Ausbildung Frühpädagogischer Fachkräfte an Berufsfachschulen und Fachschulen. Eine Analyse im Ländervergleich, München: WiFF.
  • Kallery, M. 2004. “Early Years Teachers’ Late Concerns and Perceived Needs in Science: An Exploratory Study.” European Journal of Teacher Education 27 (2): 147–165.
  • Kallery, M. 2015. “Science in Early Years Education: Introducing Floating and Sinking as a Property of Matter.” International Journal of Early Years Education 23 (1): 31–53.
  • Kallery, M., and D. Psillos. 2001. “Pre-school Teachers’ Content Knowledge in Science: Their Understanding of Elementary Science Concepts and of Issues Raised by Children’s Questions.” International Journal of Early Years Education 9 (3): 165–179.
  • Koerber, S., B. Sodian, C. Thoermer, and U. Nett. 2005. “Scientific Reasoning in Young Children: Preschoolers’ Ability to Evaluate Covariation Evidence.” Swiss Journal of Psychology 64 (3): 141–152.
  • La Paro, K. M., B. K. Hamre, J. Locasale-Crouch, R. C. Pianta, D. Bryant, D. Early, R. Clifford, O. Barbarin, C. Howes, and M. Burchinal. 2009. “Quality in Kindergarten Classrooms: Observational Evidence for the Need to Increase Children’s Learning Opportunities in Early Education Classrooms.” Early Education and Development 20 (4): 657–692.
  • Morgan, P. L., G. Farkas, M. M. Hillemeier, and S. Maczuga. 2016. “Science Achievement Gaps Begin Very Early, Persist, and are Largely Explained by Modifiable Factors.” Educational Researcher 45 (1): 18–35.
  • Muthén, L. K., and B. O. Muthén. 2017. Mplus (Version 8.1) [Computer Software] (1998–2017). Los Angeles: Muthén and Muthén.
  • OECD. 2017. Starting Strong 2017. Paris: OECD.
  • Patrick, H., P. Mantzicopoulos, and A. Samarapungavan. 2009. “Motivation for Learning Science in Kindergarten: Is There a Gender Gap and Does Integrated Inquiry and Literacy Instruction Make a Difference.” Journal of Research in Science Teaching 46 (2): 166–191.
  • Piasta, S. B., J. A. Logan, C. Y. Pelatti, J. L. Capps, and S. A. Petrill. 2015. “Professional Development for Early Childhood Educators: Efforts to Improve Math and Science Learning Opportunities in Early Childhood Classrooms.” Journal of Educational Psychology 107 (2): 407–422.
  • Piasta, S. B., C. Y. Pelatti, and H. L. Miller. 2014. “Mathematics and Science Learning Opportunities in Preschool Classrooms.” Early Education and Development 25: 445–468.
  • Pineda-Herrero, P., E. Belvis, M. Victoria Moreno, and X. Úcar. 2010. “Is Continuing Training Useful for Pre-school Teachers? Effects of Training on Pre-school Teachers and Centers.” European Early Childhood Education Research Journal 18 (3): 407–421.
  • Resa, E., I. Groeneveld, D. Turani, and Y. Anders. 2017. “The Role of Professional Exchange in Improving Language-Related Process Quality in Daycare Centres.” Research Papers in Education 33 (4): 472–491.
  • Saçkes, M. 2013. “Children’s Competencies in Process Skills in Kindergarten and Their Impact on Academic Achievement in Third Grade.” Early Education and Development 24 (5): 704–720.
  • Saçkes, M. 2014. “How Often do Early Childhood Teachers Teach Science Concepts? Determinants of the Frequency of Science Teaching in Kindergarten.” European Early Childhood Education Research Journal 22 (2): 169–184.
  • Sheridan, S. M., C. P. Edwards, C. A. Marvin, and L. L. Knoche. 2009. “Professional Development in Early Childhood Programs: Process Issues and Research Needs.” Early Education and Development 20 (3): 377–401.
  • Siraj-Blatchford, I., and L. Manni. 2006. Effective Leadership in the Early Years Sector. London: The Institute of Education, University of London.
  • Sodian, B., D. Zaitchik, and S. Carey. 1991. “Young Children’s Differentiation of Hypothetical Beliefs From Evidence.” Child Development 62: 753–766.
  • Steffensky, M. 2017. Naturwissenschaftliche Bildung in Kindertagesstätten. Weiterbildungsinitiative Frühpädagogische Fachkräfte. Band 48. München: WiFF-Expertisen.
  • Sylva, K., P. Sammons, L. L. Chan, E. Melhuish, I. Siraj-Blatchford, and B. Taggart. 2013. “The Effects of Early Experiences at Home and Pre-school on Gains in English and Mathematics in Primary School: A Multilevel Study in England.” Zeitschrift für Erziehungswissenschaft 16 (2): 277–301.
  • Tietze, W., F. Becker-Stoll, J. Bensel, A. G. Eckhardt, G. Haug-Schnabel, B. Kalicki, H. Kellem, and B. Leyendecker. 2013. NUBBEK-Nationale Untersuchung zur Bildung, Betreuung und Erziehung in der frühen Kindheit. Fragestellungen und Ergebnisse im Überblick: Forschungsbericht. Weimar/Berlin: Verlag das netz.
  • Torquati, J., K. Cutler, D. Gilkerson, and S. Sarver. 2013. “EarlyChildhood Educators’ Perceptions of Nature, Science, and Environmental Education.” Early Education and Development 24 (5): 721–743.
  • Trundle, K. C., and M. Saçkes. 2015. Research in Early Childhood Science Education. Dordrecht: Springer.
  • Tu, T. 2006. “Preschool Science Environment: What Is Available in a Preschool Classroom?” Early Childhood Education Journal 33 (4): 245–251.
  • Wertfein, M., K. Müller, and E. Danay. 2013. “Die Bedeutung des Teams für die Interaktionsqualität in Kinderkrippen.” Frühe Bildung 2 (1): 20–27.
  • Zaslow, M., K. Tout, T. Halle, J. V. Whittaker, and B. Lavelle. 2010. Toward the Identification of Features of Effective Professional Development for Early Childhood Educators. Literature Review. Washington, DC: Office of Planning, Evaluation and Policy Development, US Department of Education.

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.