Investigating early childhood teachers' views on science teaching practices: the integration of science with visual art in early childhood settings

Date

2017-01-01

Author

Yilmaztekin, Elif Ozturk
Erden, Feyza

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This study investigates early childhood teachers' views about science teaching practices in an early childhood settings. It was conducted in a preschool located in Ankara, Turkey. The data of the study were collected through multiple sources of information such as interviews with early childhood teachers and observations of their practices in the classroom. The findings of this study indicated that early childhood teachers believed in the importance of science activities in their practices and they claimed that they provided child-centred activities for children to enrich their science experiences. Moreover, the findings showed that they used different learning experiences that were naturalistic, informal, and structured. The findings also revealed that an integrated curriculum improved children's developmental progress. More specifically, participant teachers used art as an assessment tool in science activities because they considered that they were able to evaluate children's understanding on the basis of their art work such as their drawings.

Subject Keywords

Developmental and Educational Psychology, Pediatrics, Social Psychology

URI

https://hdl.handle.net/11511/36897

Journal

EARLY CHILD DEVELOPMENT AND CARE

DOI

https://doi.org/10.1080/03004430.2016.1160899

Collections

Department of Elementary and Early Childhood Education, Article

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Citation Formats

E. O. Yilmaztekin and F. Erden, “Investigating early childhood teachers’ views on science teaching practices: the integration of science with visual art in early childhood settings,” EARLY CHILD DEVELOPMENT AND CARE, pp. 1194–1207, 2017, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/36897.