Emergent Science is essential reading for anyone involved in supporting scientific learning and development with young children aged between birth and 8. Drawing on theory, the book helps to develop the essential skills needed to understand and support science in this age range.
The book is organised into three parts: development, contexts and pedagogy, exploring the underpinning theory alongside practical ideas to help trainees, teachers and childcare practitioners to create high-quality science experiences for the children they teach.
The text includes guidance on developing professional, study and research skills to graduate and postgraduate level, as well as all the information needed to develop scientific skills, attitudes, understanding and language through concrete, social experiences for young children.
Features include:
- Reflective tasks-at three levels of professional development;- early career/student, developing career/teacher and later career/leader.
- Case studies that exemplify good practice and practical ideas.
- Tools for learning - explain how science professionals can develop their professional, study skills and research skills to Masters level
Introduction
Part 1 Development
Chapter 1: The Development of Emergent Skills
Chapter 2: The Development of Emergent Thinking
Chapter 3: The Development of Emergent Attitudes
Part 2 Contexts
Chapter 4: Learning Science At Home
Chapter 5: Learning Science in The Curriculum
Chapter 6: Transitions Between Stages of Development
Part 3 Pedagogy
Chapter 7: Scientific Play
Chapter 8: Scientific Explorations and Discovery
Chapter 9: Scientific Investigations
Biography
Jane Johnston has recently retired as a Reader in Education at Bishop Grosseteste University, Lincoln. She has extensive teaching and writing experience in early years science, coordinates the international emergent science research network, is co-editor of the Journal of Emergent Science and coordinator for the early years special interest group of the European Science Education Research Association (ESERA). In 2006 she was one of the first of five teachers to be awarded Chartered Science Teacher status in the UK.
