Young children as scientists, designers and technologists

This chapter is set within the field of early years science and technology education. It draws together the theoretical principles of learning drawn from the perspective of developmental psychology and applies them to the particular requirements for teachers of early years pupils. It is original in that it presents new evidence on practice in the early years within the learning areas of science and design and technology. It is significant in its impact upon early years teacher education and practice, used as a core text on several programmes. Whilst the book contains a high level of specific practical guidance for teachers, this chapter offers the theoretical understanding which is required if teachers are to apprehend the underlying psychological principles of practice. Its rigour lies in its blending of literature review with case study research. The proposal for the book was peer reviewed.
Proportional contribution 50%