Early Years Physics Teaching of Abstract Phenomena in Preschool—Supported by Children’s Production of Tablet Videos

In 2011, a renewed national curriculum for preschools in Sweden introduced explicit pedagogical tasks concerning chemistry and physics. This article is about the analysis of physics teaching supported by video productions with tablets, part of a three-year professional development programme on colla...

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Bibliographic Details
Published in:Education sciences 2022-07, Vol.12 (7), p.427
Main Authors: Redfors, Andreas, Fridberg, Marie, Jonsson, Agneta, Thulin, Susanne
Format: Article
Language:English
Subjects:
Chemistry
Collaboration
Computers
Curricula
digital technologies
Early Childhood Teachers
early years physics
Educational Sciences
Educational technology
Group Discussion
Learning
Motion
National Curriculum
Organic Chemistry
Pedagogical Work
Pedagogiskt arbete
Pedagogy
Physics
Portable computers
preschool
Preschool children
Preschool education
Preschool teachers
Professional development
Samhällsvetenskap
School Districts
Science Activities
Science education
Science Instruction
Semantics
Social Sciences
Swedish
tablets
Teaching
Utbildningsvetenskap
Verbal Communication
Video Technology
Water
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Summary:In 2011, a renewed national curriculum for preschools in Sweden introduced explicit pedagogical tasks concerning chemistry and physics. This article is about the analysis of physics teaching supported by video productions with tablets, part of a three-year professional development programme on collaborative inquiry teaching of chemistry and physics in Swedish preschools. The temporal case studies reported here were focused on children’s and teachers’ communication during extended teaching sequences with three- to six-year-old children in two Swedish preschools. Eleven children and two teachers participated in this study. The children worked in small groups with one teacher. Results indicate that children’s video productions by tablets contributed to children’s learning, with differences indicated for children’s experiences of objects of learning in physics at different levels of abstraction. Consequences of the results for future teaching of early years physics are discussed.
ISSN:2227-7102
2227-7102
DOI:10.3390/educsci12070427