Science in pre-school

The main purpose of the research is to advance our understanding of how the pre-school culture meets the reinforced learning goals in the revised preschool curriculum. Our special focus is on natural science as a learning object. The project will provide insight into how beliefs about preschool, preschool teacher role and the learning objects in science are influencing the pre-school pedagogical practice. The study will also gain insights into the Pedagogical Content Knowledge (PCK) needed for integrating scientific activities into pre-school practice. The approach of the study is interpretative, mainly represented by activity theory and theories of cultural reproduction and communities of practice. Qualitative data will be collected from interviews of pre-school teachers and principals, observations of staff meetings and activities and video recalled group interviews, based on recorded practices. The following research questions will be considered throughout the project: What notions do principals and pre-school teachers have about the pre-school commission? How will these notions influence pre-school practice, especially concerning how to reach specific learning goals? How are activities in science shaped, in relation to learning object and artifacts used? What Pedagogical Content Knowledge in science teaching is discernible among teachers working at pre-schools where science activities are an integrated part of the practice?