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 |
|---|---|
| Language: | English |
| Authors: | Ingunn Skalstad (ORCID |
| Source: | Early Childhood Education Journal. 2026 54(2):603-617. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Adult Education |
| Descriptors: | Early Childhood Teachers, Natural Sciences, Mathematics, Early Childhood Education, Dialogs (Language), Student Role, Teacher Role, Student Participation, Multisensory Learning, Continuing Education, Foreign Countries, Discussion (Teaching Technique) |
| Geographic Terms: | Norway |
| DOI: | 10.1007/s10643-025-01850-w |
| ISSN: | 1082-3301 1573-1707 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1507347 |
| Database: | ERIC |
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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. |
|---|---|
| ISSN: | 1082-3301 1573-1707 |
| DOI: | 10.1007/s10643-025-01850-w |
