Literaturnachweis - Detailanzeige
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 |
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 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). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |