Dinosaurs, Mushrooms, and Geometric Forms - Conversations with Young Children About Natural Science and Mathematics.
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| Title: | Dinosaurs, Mushrooms, and Geometric Forms - Conversations with Young Children About Natural Science and Mathematics. |
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| Authors: | Skalstad, Ingunn1 (AUTHOR) ingunn.skalstad@usn.no, Bjerknes, Anne-Line1 (AUTHOR) anne-line.bjerknes@usn.no, Svendsen, Siv1 (AUTHOR) siv.svendsen@usn.no |
| Source: | Early Childhood Education Journal. Feb2026, Vol. 54 Issue 2, p603-617. 15p. |
| Subject Terms: | *Early childhood education, *Nature study, *Teaching methods, *Teacher-student communication, Physical activity, Face-to-face communication, Mathematics |
| Abstract: | In this case study, we explore how early childhood education and care (ECEC) teachers can foster children's participation in conversations about natural science and mathematics and what factors influence it. Data consisted of 29 conversations between ECEC teachers and children. The results showed that eight of the conversations were open dialogues in which the teachers and children participated equally. In 19 of the conversations, the ECEC teachers led the conversation, and the children, to various degrees, were active and engaged participants. Two conversations were led by the children. The results showed that the children participated more actively in conversations about natural science than mathematics, and that multisensory artifacts and physical activities enhanced their participation in the conversations. The study suggests that ECEC settings should provide more opportunities for multisensory experiences and physical activities, and that teachers need more guidance on how to explain concepts and phenomena, within natural science and mathematics, to children of different ages. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | In this case study, we explore how early childhood education and care (ECEC) teachers can foster children's participation in conversations about natural science and mathematics and what factors influence it. Data consisted of 29 conversations between ECEC teachers and children. The results showed that eight of the conversations were open dialogues in which the teachers and children participated equally. In 19 of the conversations, the ECEC teachers led the conversation, and the children, to various degrees, were active and engaged participants. Two conversations were led by the children. The results showed that the children participated more actively in conversations about natural science than mathematics, and that multisensory artifacts and physical activities enhanced their participation in the conversations. The study suggests that ECEC settings should provide more opportunities for multisensory experiences and physical activities, and that teachers need more guidance on how to explain concepts and phenomena, within natural science and mathematics, to children of different ages. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10823301 |
| DOI: | 10.1007/s10643-025-01850-w |
