Early Science for Toddlers in Nature: Insights from Norwegian Educators
A recent study published in the the European Early Childhood Education Journal (EECEJ) outlined the importance of science education for children’s understanding of the world. However, the banks of research on early science education for toddlers (ESET) are still scarce. This study addresses this gap by investigating Norwegian early childhood (EC) educators’ perspectives on ESET in natural environments, a common practice in Norwegian Early Years institutions. Although the research setting is tied to the Nordic Early Years model we review the report and discussions of the findings in light of international research.
Results of the Study
Overall, the study results suggest that ESET in natural environments is characterized by informal activities deeply integrated with socio-emotional aspects. The activities are centred around firsthand experiences of exploring and identifying nature elements. This approach builds on the children’s curiosity about the environment, where their interests guide the learning process. The nature elements and natural environments within and near the Early Years setting provide a dynamic resource for science-related activities. These activities can be considered science practices. According to the educators, this practice fosters a sense of community in the group, and a progressive introduction to natural environments supports the children’s feeling of security and well-being.
The results indicate that the Early Years educators were positively aligned towards ESET in natural environments and saw this as an important aspect of their practice, even in urban areas. As previously mentioned, the recruitment method likely attracted educators who had above-average interest in nature-related topics. In an Australian survey, results found that Early Years educators were positive and felt confident about identifying science learning situations but were less confident in communicating science. A Norwegian survey found that nearly all participating Early Years educators had some interest in science but were more interested in biology-related topics than physics and chemistry. In another Norwegian study, the results indicated that although several Early Years educators regarded a lack of knowledge as challenging in engaging with science education, they had a positive attitude towards acquiring more science knowledge. These studies indicate an overall positive alignment towards early science education among Early Years educators, such as the one found in the current study, but also point out some challenges that require more attention through future studies.
In an Irish Context
Aistear, the Early Childhood Curriculum Framework in Ireland, notes the importance of the outdoor environment to promote all aspects of children’s learning and development. Siolta, the National Quality Framework for early childhood education, also makes specific reference to the outdoor environment, as do the Early Years Services Regulations governing early childhood settings. Therefore, it is important that the outdoor environment in early childhood settings facilitates wellbeing, exploring and thinking, communication, identity and belonging for every child.
Conclusions
By exploring Early Years educators’ perspectives on ESET in natural environments, this study offers insight relevant both for Early Years practitioners and policymakers. To a greater extent than seems to be the case today, the pedagogical content knowledge of Early Years educators in science should be supported through education and professional development programs to ensure the successful implementation of ESET in natural environments. The results also suggest that policymakers should consider ESET as an explicit aspect of early childhood education, with particular emphasis on socio-emotional aspects and ensuring the availability of natural environments for toddlers. Overall, the findings of this study indicate that ESET fits well within an Early Years context.
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