The Young Child as Scientist: A Constructivist Approach to Early Childhood Science Education

By Christine Chaillé, Lory Britain. 2002

104 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/af3f1107cca7eaa386d62707a85788874f8b5236

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

1. Marina Umaschi Bers
2. L. French
3. Kathleen Conezio
4. Merredith Portsmore
5. Mustafa Çetin
6. Mesut Saçkes
7. H. Patrick
8. Ala Samarapungavan

Citations in the corpus

• Science in the Preschool Classroom Capitalizing on Children's Fascination with the Everyday World to Foster Language and Literacy Development (2002, background): “• Young children construct knowledge through partici pation with others in activities that foster experimenta tion, problem solving, and social interaction (Gallas 1995; Chaille & Britain 1997).”
• Teaching Partnerships: Early Childhood and Engineering Students Teaching Math and Science Through Robotics (2005, background): “edu childhood educators advocate helping young children become little scientists and little mathematicians (Chille and Britain, 1997), the reality of the classroom, the emphasis on literacy, and most importantly, the limitations in the formation of the teachers themselves in math and science, make i”