Empowerment of Science Education for Young Children
Early childhood education constitutes a demanding field for science educators and researchers regarding the integration of scientific concepts and phenomena into educational programs. Although science education for young children is not a new research area, recent years have demonstrated a renewed i...
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| Format: | Online |
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| Jezik: | engleski |
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MDPI - Multidisciplinary Digital Publishing Institute
2026
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| Teme: | |
| Online pristup: | ONIX_20260416T142754_9783725865529_6 |
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| _version_ | 1869525916841934848 |
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| collection | Directory of Open Access Books |
| description | Early childhood education constitutes a demanding field for science educators and researchers regarding the integration of scientific concepts and phenomena into educational programs. Although science education for young children is not a new research area, recent years have demonstrated a renewed interest in it. Science integration in early childhood takes multiple forms: as an object of learning, focusing on children’s ability to develop scientific thinking, and as a context of learning, where science offers meaningful, playful experiences that support the understanding of everyday phenomena while triggering social and language development through interaction with objects and activities. This Reprint is linked to a Special Issue of Education Sciences entitled “Empowerment of Science Education for Young Children: Current Research and Implications for Learning”. The contributions examine how young children develop scientific concepts, how teachers and learning contexts influence these processes, and how innovative approaches—such as augmented reality and nature-based education—engage children in inquiry. An emphasis is placed on rich, diverse learning environments that encourage exploration, experimentation, and scientific understanding through different forms of representations. Drawing on research from various national and pedagogical contexts, this collection highlights the need for policies and practices that support active, experiential, and meaningful science education from early childhood, affirming its importance from both pedagogical and scientific perspectives. |
| format | Online |
| id | doab-20.500.12854ir-175351 |
| institution | Directory of Open Access Books |
| language | eng |
| publishDate | 2026 |
| publishDateRange | 2026 |
| publishDateSort | 2026 |
| publisher | MDPI - Multidisciplinary Digital Publishing Institute |
| publisherStr | MDPI - Multidisciplinary Digital Publishing Institute |
| record_format | ojs |
| spelling | doab-20.500.12854ir-1753512026-04-16T20:24:37Z Empowerment of Science Education for Young Children Pedregosa, Alice Delserieys Kampeza, Maria Early childhood Science education Self-regulated learning Metacognition Professional development Preschooler STEAM concept Landscape elements Informal learning Affordances Preschool class Chemistry Questions Preschool-age children Case study Inquiry-based approach Scientific practices Living being woodlice Preschool teachers Sustainable development Augmented reality Transduction Place Mental representations Precursor model Condensation Precipitation Engineering Design Process Astronomy Earth’s shape Educational intervention Effectiveness EARTH2 test Early childhood science education Preschool education Children’s learning Teacher professional learning Emergent multilingual learners (EMLs) Family engagement Preschool Didactics Early childhood science Drawings Symbolic representation Iconic representation Young children’s ideas Change of state Attitudes Beliefs Interests Sciences Social studies Kindergarten Primary education Teachers Teaching Early science learning Children’s perception Teacher’s perception Research trends thema EDItEUR::N History and Archaeology::NH History thema EDItEUR::J Society and Social Sciences::JN Education Early childhood education constitutes a demanding field for science educators and researchers regarding the integration of scientific concepts and phenomena into educational programs. Although science education for young children is not a new research area, recent years have demonstrated a renewed interest in it. Science integration in early childhood takes multiple forms: as an object of learning, focusing on children’s ability to develop scientific thinking, and as a context of learning, where science offers meaningful, playful experiences that support the understanding of everyday phenomena while triggering social and language development through interaction with objects and activities. This Reprint is linked to a Special Issue of Education Sciences entitled “Empowerment of Science Education for Young Children: Current Research and Implications for Learning”. The contributions examine how young children develop scientific concepts, how teachers and learning contexts influence these processes, and how innovative approaches—such as augmented reality and nature-based education—engage children in inquiry. An emphasis is placed on rich, diverse learning environments that encourage exploration, experimentation, and scientific understanding through different forms of representations. Drawing on research from various national and pedagogical contexts, this collection highlights the need for policies and practices that support active, experiential, and meaningful science education from early childhood, affirming its importance from both pedagogical and scientific perspectives. 2026-04-16T20:24:24Z 2026-04-16T20:24:24Z 2026 book ONIX_20260416T142754_9783725865529_6 9783725865529 9783725865536 https://directory.doabooks.org/handle/20.500.12854/175351 eng application/octet-stream Attribution 4.0 International https://mdpi.com/books/ https://mdpi.com/books/pdfview/book/12266 MDPI - Multidisciplinary Digital Publishing Institute 10.3390/books978-3-7258-6553-6 10.3390/books978-3-7258-6553-6 46cabcaa-dd94-4bfe-87b4-55023c1b36d0 9783725865529 9783725865536 228 CH open access |
| spellingShingle | Early childhood Science education Self-regulated learning Metacognition Professional development Preschooler STEAM concept Landscape elements Informal learning Affordances Preschool class Chemistry Questions Preschool-age children Case study Inquiry-based approach Scientific practices Living being woodlice Preschool teachers Sustainable development Augmented reality Transduction Place Mental representations Precursor model Condensation Precipitation Engineering Design Process Astronomy Earth’s shape Educational intervention Effectiveness EARTH2 test Early childhood science education Preschool education Children’s learning Teacher professional learning Emergent multilingual learners (EMLs) Family engagement Preschool Didactics Early childhood science Drawings Symbolic representation Iconic representation Young children’s ideas Change of state Attitudes Beliefs Interests Sciences Social studies Kindergarten Primary education Teachers Teaching Early science learning Children’s perception Teacher’s perception Research trends thema EDItEUR::N History and Archaeology::NH History thema EDItEUR::J Society and Social Sciences::JN Education Empowerment of Science Education for Young Children |
| title | Empowerment of Science Education for Young Children |
| title_full | Empowerment of Science Education for Young Children |
| title_fullStr | Empowerment of Science Education for Young Children |
| title_full_unstemmed | Empowerment of Science Education for Young Children |
| title_short | Empowerment of Science Education for Young Children |
| title_sort | empowerment of science education for young children |
| topic | Early childhood Science education Self-regulated learning Metacognition Professional development Preschooler STEAM concept Landscape elements Informal learning Affordances Preschool class Chemistry Questions Preschool-age children Case study Inquiry-based approach Scientific practices Living being woodlice Preschool teachers Sustainable development Augmented reality Transduction Place Mental representations Precursor model Condensation Precipitation Engineering Design Process Astronomy Earth’s shape Educational intervention Effectiveness EARTH2 test Early childhood science education Preschool education Children’s learning Teacher professional learning Emergent multilingual learners (EMLs) Family engagement Preschool Didactics Early childhood science Drawings Symbolic representation Iconic representation Young children’s ideas Change of state Attitudes Beliefs Interests Sciences Social studies Kindergarten Primary education Teachers Teaching Early science learning Children’s perception Teacher’s perception Research trends thema EDItEUR::N History and Archaeology::NH History thema EDItEUR::J Society and Social Sciences::JN Education |
| topic_facet | Early childhood Science education Self-regulated learning Metacognition Professional development Preschooler STEAM concept Landscape elements Informal learning Affordances Preschool class Chemistry Questions Preschool-age children Case study Inquiry-based approach Scientific practices Living being woodlice Preschool teachers Sustainable development Augmented reality Transduction Place Mental representations Precursor model Condensation Precipitation Engineering Design Process Astronomy Earth’s shape Educational intervention Effectiveness EARTH2 test Early childhood science education Preschool education Children’s learning Teacher professional learning Emergent multilingual learners (EMLs) Family engagement Preschool Didactics Early childhood science Drawings Symbolic representation Iconic representation Young children’s ideas Change of state Attitudes Beliefs Interests Sciences Social studies Kindergarten Primary education Teachers Teaching Early science learning Children’s perception Teacher’s perception Research trends thema EDItEUR::N History and Archaeology::NH History thema EDItEUR::J Society and Social Sciences::JN Education |
| url | ONIX_20260416T142754_9783725865529_6 |