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Exploring Science with Young Children: A Developmental Perspective

Exploring Science with Young Children: A Developmental Perspective (Paperback)

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Synopsis

The Association for Science Education Book Award 2016, Finalist.

Science in the early years is about more than developing understanding of key scientific concepts, it is about encouraging imagination, creativity and curiosity and nurturing key scientific skills to form a firm base for learning. Understanding how best to do this for young children aged 3-7 is the focus of the book.



By concentrating on practical and naturally occurring experiences the authors look at meeting the needs of the curriculum with children at the centre of their own learning.



Chapters look at how to work with children to:

Find out and develop their own ideasGet them inquiring scientificallyUse evidence to support their views

This book will really help develop the whole child across the curriculum and make sure they have the skills they need for later learning.

Children'sEducational materialEducational: Sciences, general scienceEducationEducation TheorySchoolsPre-school & kindergartenEducationEducation TheorySchoolsPrimary & middle schoolsEducationTeaching SkillsTeaching of a specific subject Publisher: SAGE Publications Ltd Publication Date: 16/03/2016 ISBN-13: 9781473912519  Details: Type: Paperback Format: Books
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Terry Russell is emeritus professor at the University of Liverpool. He is a psychologist by background and training with a special interest in cognitive development as applied to the learning of science at all ages, but especially the younger age range. He taught in primary and secondary special needs schools and worked as an educational psychologist before finding opportunities into move into research. He has worked in Southeast Asia and Africa and at King's College, London and directed the Centre for Research in Primary Science and Technology at the University of Liverpool for over twenty years. He has directed national and international projects and published extensively. This book reflects his commitment to evidence-based activity that improves teachers' and pupils' educational experiences, where theory informs practice through practical and accessible applications. Dr Linda McGuigan has an established record of research into the emergence and development of science understanding in the Early Years. Formerly a primary teacher and Deputy Director of the Centre for Research in Primary Science and Technology at the University of Liverpool, Linda has conducted and managed research into children's conceptual development in science, assessment and curriculum development. Attracting national and international interest, her work has been funded by national assessment and curriculum agencies. She has co-authored a number of books, reports, articles and digital and hard copy materials to support Early Years practice. Focusing on children's conceptual progression, she brings a developmental perspective to science learning, teaching and assessment. Linda's PhD investigated the impact of multimodal approaches on children's science learning. Multimodal learning continues to be an important feature of her research and professional development activities.

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