'And the Boat Started to Roll Like This': Preschool Children Struggling with a Bodily-Based Illustration of Stability
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| Title: | 'And the Boat Started to Roll Like This': Preschool Children Struggling with a Bodily-Based Illustration of Stability |
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| Language: | English |
| Authors: | Anneli Bergnell (ORCID |
| Source: | Scandinavian Journal of Educational Research. 2025 69(2):332-346. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education |
| Descriptors: | Preschool Children, Early Childhood Education, Science Education, Learning Modalities, Scientific Concepts, Learning Activities, Dramatic Play, Foreign Countries |
| Geographic Terms: | Sweden |
| DOI: | 10.1080/00313831.2024.2308865 |
| ISSN: | 0031-3831 1470-1170 |
| Abstract: | This article is based on multimodal perspectives and contributes to research on how children deal with a multimodal illustration of scientific concepts used in emergent science (i.e., early years science) education. It presents a study of a group of 14 preschoolers observed when dealing with the concept of stability, as illustrated in a pedagogical drama during a visit to a science centre and follow-up sessions in the preschool. The results indicate the importance of educators paying attention to the balance between cohesion and tension among elements in multimodal illustrations (such as verbal language, images, gestures, etc.), when designing and presenting learning activities in emergent science education. Furthermore, it cannot be taken for granted that children by themselves are able to bridge gaps between modes. Educators should therefore be prepared to provide well-reasoned guidance for children's linking between everyday and scientific concepts. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1466701 |
| Database: | ERIC |
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| Abstract: | This article is based on multimodal perspectives and contributes to research on how children deal with a multimodal illustration of scientific concepts used in emergent science (i.e., early years science) education. It presents a study of a group of 14 preschoolers observed when dealing with the concept of stability, as illustrated in a pedagogical drama during a visit to a science centre and follow-up sessions in the preschool. The results indicate the importance of educators paying attention to the balance between cohesion and tension among elements in multimodal illustrations (such as verbal language, images, gestures, etc.), when designing and presenting learning activities in emergent science education. Furthermore, it cannot be taken for granted that children by themselves are able to bridge gaps between modes. Educators should therefore be prepared to provide well-reasoned guidance for children's linking between everyday and scientific concepts. |
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| ISSN: | 0031-3831 1470-1170 |
| DOI: | 10.1080/00313831.2024.2308865 |
