Should Science be Taught in Early Childhood?

By Haim Eshach, Michael N. Fried. 2005

536 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/823788a70c753f0ed97fe438db66cd21beaa9b35

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Using the Scientific Method to Guide Learning: An Integrated Approach to Early Childhood Curriculum (2013, background): “This is perhaps due to the findings that children who engage in scientific exploration in early childhood have a better understanding of science concepts later in life (Eshach and Fried 2005).”
Supporting Scientific Conceptual Consciousness or Learning in ‘a Roundabout Way’ in Play‐based Contexts (2009, background): “The need for convincing others of the worth of early childhood science education have also been noted by Eshach (2006) and Eshach and Fried (2005).”
Findings from a Pre-kindergarten Classroom: Making the Case for STEM in Early Childhood Education (2017, background): “Eshach and Fried (2005) argue that science is an important—and perhaps imperative—component of early childhood education because it builds upon students’ innate interests in the natural world, can help develop positive attitudes towards the discipline, and can provide a foundation upon which…”
Understanding the Dialectical Relations Between Everyday Concepts and Scientific Concepts Within Play-Based Programs (2009, background): “... approach to explaining how children think, has been critiqued in relation to very young children (see Cumming 2003; Christidou and Hatzinikita 2005; Fleer 1990, 1999; Gelman and Kremer 1991; Pramling and Pramling-Samuelson 2001), with some (see Metz 1995) arguing that misunderstandings of Piaget”
Children's Motivation toward Science across Contexts, Manner of Interaction, and Topic. (2014, background): “The ways in which children generalize early positive or negative experiences with science will likely be heavily influenced by the ways in which such situations are represented (Eshach & Fried, 2005).”