Pre-School Teachers' Content Knowledge in Science: Their Understanding of Elementary Science Concepts and of Issues Raised by Children's Questions.

By M. Kallery, D. Psillos. 2001

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Subject Knowledge in Early Childhood Curriculum and Pedagogy: Beliefs and Practices (2005, background): “Teachers need adequate knowledge from a wide range of subjects (Willer, 1994; Haynes, 2000; Kallery & Psillos, 2001) and an understanding of pedagogical strategies to work with young children’s knowledge alongside confidence in their own subject content knowledge (Cullen, 1999).”
Science Education in Early Childhood Teacher Education: Putting Forward a Case to Enhance Student Teachers' Confidence and Competence (2003, result): “The analysis of other studies presented by Kallery and Psillos (2001) support the finding that “.”
Anthropomorphism and Animism in Early Years Science: Why Teachers Use Them, how They Conceptualise Them and What Are Their Views on Their Use (2004, methodology): “…can provide information that may be useful for improving early years teachers’ teaching and knowledge in science and is part of a larger project investigating early years educators’ attitudes, knowledge and practices in this field (see other results in Kallery, 2001; Kallery & Psillos, 2001, 2002).”
Using the Scientific Method to Guide Learning: An Integrated Approach to Early Childhood Curriculum (2013, background): “Moreover, early educators in many countries report feeling uncomfortable teaching science to young children (e.g., Conezio and French 2002; Kallery and Psillos 2001).”