Abstract:

In this presentation, we report on a municipality’s experiences of partaking in a development programme called Science Kids. In the reported research project, we aim to develop knowledge about how participation in such programmes can contribute to the development of science teaching in preschools. The research is conducted in collaboration with a mid-sized Swedish municipality, and empirical data is generated through pre- and post-questionnaires, focus group discussions, and interviews. Results from two directed content analyses will be presented. One sub-study, guided by the framework of curriculum emphases and on the kind of science that came into focus, indicates that preschool teachers highlighted children’s joy in exploring science as the most important aim of science in preschool. According to the participants, these aims were met in the Science Kids project, but they also experienced a strong focus on learning correct science concepts. The teachers saw opportunities for children to put words to what they encounter daily. However, they were concerned that focusing on concepts could foster in the children a sense that they had to provide correct answers rather than explore new ideas or ask questions. The other sub-study, which is being finalised, is also a directed content analysis, but based on the child perspective, children’s perspectives and teacher perspective in relation to a framework of teachers’ professional learning. The tentative results indicate that participation supported a shift toward more investigative, child-responsive science teaching, but also surfaced tensions related to teacher confidence, concept-focused expectations, and organisational conditions. A first central pattern concerns how work teams navigated children’s perspectives, child perspective, and teacher perspective. Much of the dialogue reflected an increased attention to children’s own meaning-making. This was evident when teachers described children sorting insects, exploring tools, or building on each other’s ideas. It aligned with earlier research emphasising co-construction and shared inquiry in early science. At the same time, teachers frequently articulated a child perspective, emphasising the need to help children ask questions or explore phenomena that might not arise spontaneously. This interplay mirrors previous findings that teachers’ responsiveness to children’s explorations is essential yet requires pedagogical intentionality. Implicit messages accompanying the development project will be discussed, and suggestions will be provided for future professional development projects and for science teaching in preschool. This study indicates that a way for a developmental project to achieve a broader impact is to develop structures that are responsive to children’s questions and wonder, regardless of the content area. Furthermore, it should highlight ways to broaden the area through a variety of activities that promote children’s interest, exploration, decision-making, and agency. It is essential to balance fascination with everyday life and to connect these aspects to prevent science from being perceived as detached from other preschool activities and everyday life.

Keywords:

In-service preschool teachers, Early years science, Professional learning.