Kindergarten as a Budding Explorative Scientific Community

Abstract

In this chapter I argue in favour of a science education in kindergarten characterized by children’s and teachers’ shared exploration of science-related phenomena and objects. The concept of exploration is related to science as inquiry and the practices of science, which are key perspectives in the science education field today (Crawford, From inquiry to scientific practices in the science classroom. In Lederman NG, Abell SK (eds), Handbook of research on science education, Vol. II. Routledge, New York, 2014, pp. 515–541; Osborne, Scientific practices and inquiry in the science classroom. In Lederman NG, Abell S (eds), Handbook of research on science education, Vol. II. Taylor & Fransis, New York, 2014, pp. 579–599). These perspectives coincide with the concept of sciencing, introduced by Neuman (Sciencing for young children. In Baker KB (ed), Ideas that work with young children. National Association for the Education of Young Children, Washington, DC, 1972, pp. 137–151) to denote the importance of young children’s involvement in the processes or practices of science. Neuman’s three categories of sciencing are used as a basis for characterizing kindergarten as a budding explorative scientific community. I elaborate on how the cultural-historical theory of child development originally formulated by Vygotsky (The collected work of L.S. Vygotsky, In Hall MJ, (trans.) Rieber RW (ed) Child psychology, Vol. 5. Plenum, New York) supports an approach to science through which children have the opportunity to take part in an explorative scientific community. Further, I discuss how some of the characteristics of such a community can both bridge and challenge today’s views on what constitutes good educational practice in kindergarten. Finally, I discuss the competences teachers need in order to facilitate such an approach and consider the implications this may have for kindergarten teacher education.