Science learning affordances in preschool environments

Abstract

This paper reports on the findings of a study into the perceived everyday science practices occurring within an early childhood centre in a southern part of Australia. In drawing upon cultural-historical theory, the study maps the possibilities for everyday science learning through photographic documentation (n = 223) and through undertaking a science walk with an early childhood teacher in order to establish how the environment was perceived for creating opportunities for science learning (planned or otherwise). The results foreground: science within the constant traditional areas within the preschool, building science infrastructure into the centre, and using science in everyday life in the centre. The findings show the importance of a sciencing attitude on the part of the teacher for affording meaningful science learning for preschool children.