Young Children's Learning in Physics: A (Dis-)Trustful Play with Gravity, Friction and Counterforces?

Autor/inn/en	Areljung, Sofie; Bäckström, Lena; Grenemark, Evelina
Titel	Young Children's Learning in Physics: A (Dis-)Trustful Play with Gravity, Friction and Counterforces?
Quelle	In: European Early Childhood Education Research Journal, 31 (2023) 4, S.660-672 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Areljung, Sofie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2023.2177320
Schlagwörter	Physics; Learning Processes; Science Instruction; Early Childhood Education; Preschool Children; Verbs; Language Usage; Inferences; Trust (Psychology); Teacher Student Relationship; Preschool Teachers; Physical Activities; Nonverbal Communication; Foreign Countries; Sweden + Suchen Sie Ihr Suchwort? Physik; Learning process; Lernprozess; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Sprachgebrauch; Inference; Inferenz; Teacher student relationships; Lehrer-Schüler-Beziehung; Erzieher; Erzieherin; Kindergärtnerin; Non-verbal communication; Nonverbale Kommunikation; Ausland; Schweden
Abstract	This article seeks to contribute to an early childhood specific conceptualisation of physics education. The article is a collaboration between a researcher in science education and two preschool teachers and revolves around the teachers' work with 2-4 year old children. Grounded in a posthumanist understanding of the world, we focus on physics learning that emerge in children's intra-actions with material. In our analysis, we first use 'physics verbs' to identify everyday intra-actions where physical phenomena act as 'playmates'. For instance, the verbs climbing and clinging point at intra-actions where gravity and counterforce act as playmates. Next, we seek to identify signs of children's physics learning within these intra-actions. Our findings suggest that emergent physics learning can be inferred from changing levels of trust in child-matter intra-actions. For example, children may move from distrustfully clinging onto a railing, towards trustingly pushing and pulling the railing to climb higher. The article provides pioneering conceptual support for researchers and teachers who seek to identify non-verbal signs of physics learning in the everyday life of early childhood settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01