Ways of dealing with science learning: a study based on Swedish early childhood education practice

The Swedish school system offers curriculum-based early childhood education (ECE) organized as preschool (for 0–5-year-olds) and preschool class (for 6-year-olds). The intention to create a playful and educational... [ view full abstract ]

The Swedish school system offers curriculum-based early childhood education (ECE) organized as preschool (for 0–5-year-olds) and preschool class (for 6-year-olds). The intention to create a playful and educational environment based on children’s perspectives, interests and questions is strongly based on historical and cultural traditions. This article develops knowledge of ECE teachers’ approaches to science-learning situations. The study applies a phenomenographic approach. The analysis is based on approximately 9.5 hours of video documentations of teacher-led and child-initiated Swedish ECE science activities. Two descriptive categories and four subcategories of  ways as dealing with science-learning was identified: (A) making anything visible, containing the three subcategories (Aa) addressing everyone, (Ab) addressing everything, and (Ac) addressing play and fantasy; and (B) creating a shared space for learning (Ba) addressing common content. These categories are related to how efforts to take advantage of children’s perspectives are interpreted and addressed in educational practice. The various categories and their potential implications for ECE learning practice are discussed and exemplified.

Keywords: children’s perspectives, early childhood education, phenomenography, science learning, teachers’ approaches.