In the introduction of workshop, it is emphasised that encouraging the development of scientific literacy must be thought of as an exploration process both for educators and children, and as an integral part of the curriculum... [ view full abstract ]
In the introduction of workshop, it is emphasised that encouraging the development of scientific literacy must be thought of as an exploration process both for educators and children, and as an integral part of the curriculum of early and preschool education institutions (hereinafter referred to as ”early childhood institutions“).We explain the importance of encouraging the development of scientific literacy already from an early age on and the reasons for this approach, as well as the importance of understanding, not just theoretically but also practically, the child as a conscious and active human being. Why is the development of scientific literacy, in general, neglected in early childhood institutions, what do we mean by this term and what is the role of an educator in creating opportunities for children to explore the environment that they live in, based on which they can understand the world and their own position in it?
We also make suggestions for further improvement of educational practice in early childhood institutions, as well as for further professional training and development of educators regarding the research of their own educational practice, and ideas on establishing a network of educators/researchers.
Observing children and documenting their activities is one of the most important skills of an educator, which implies gathering different materials about children’s activities, such as written notes, diaries, transcripts of conversation (between children and between children and educators), children’s artwork, drawings, audio-visual materials, photos, etc., and regular meetings of educators with an aim of discussing the gathered material. How does this material become a tool for transformation or change of the educational practice? To what extent do the weekly meetings and educators’ discussions contribute to the perception of the material as a means of research?
Keywords: scientific literacy, documentation, child the researcher, educator the researcher, networked community
