In the current paper, we develop an approach to early science pedagogy that is based on insights about how complex adaptive systems function. Complexity approaches have an important advantage over traditional information-processing approaches: They anticipate the proverbial ‘mind with a mind of its own’ without having to postulate exclusively mental constructs. They also offer insights about key determinants of learning and effective pedagogy, again without postulating exclusively mental constructs. For complex adaptive systems, learning depends on the presence of sufficiently salient novelty (i.e., variability), and it depends on the presence of sufficiently salient repetitions or ordered patterns (i.e., stability). Science learning, therefore, requires science-relevant novelty and science-relevant patterns of order. Equipped with these insights, we address two challenges of early science pedagogy: (1) how to combine children’s self-guided explorations with teachers’ strategic interventions, and (2) how to minimize the chances of generating misconceptions about science. The answer lies in creating a learning context that maximizes science-relevant variability and science-relevant stability. If both aspects are abundantly available, a child’s self-guided explorations are effective. Conversely, if either aspect is missing, efforts must be made to add them strategically to a child’s experience. Adding science-relevant stability is particularly challenging, yet crucial to avoid science misconceptions.

A Mind with a Mind of Its Own: How Complexity Theory Can Inform Early Science Pedagogy

En los ultimos tiempos muchas escuelas de infantil estan realizando actuaciones para naturalizar sus patios escolares, potenciando su uso educativo. Este podria ser un espacio idoneo para trabajar contenidos y fomentar procesos cientificos con los mas pequenos. En este trabajo se propone un modelo de evaluacion de la capacidad y potencialidad de este tipo de espacios para trabajar la competencia cientifica. Con dicho modelo se ha analizado el uso que dos escuelas de infantil estan haciendo de sus patios naturalizados para hacer ciencia. Los resultados muestran que para aprovechar verdaderamente estos espacios hay varios factores a tener en cuenta. Por un lado, valorar el potencial educativo del patio y por el otro, y muy especialmente, fomentar la intencionalidad de los docentes de infantil para trabajar en una clave cientifica.
Palabras clave: educacion infantil, patios naturalizados, competencia cientifica.
Do nature playgrounds promote the development of scientific competence? A case study in early childhood education
Abstract: Recently, many preschool outdoor spaces are being transformed into nature-rich settings, also encouraging their use as learning environments. Playgrounds provide a unique opportunity for early science learning and fostering of scientific process-skills. The current study proposes an evaluation model of their capacity and affordance of the scientific competence. This model has been applied to assess the use that schools are making of their outdoor spaces for nature-based science learning. Results highlight some key factors to take full advantage of these environments. On the one hand, to recognize the educational potential of playgrounds, and on the other hand, and specially, to encourage educators to intentionality engage in science teaching.
Keywords: Early childhood education, nature playgrounds, scientific competence.

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¿Promueven los patios naturalizados el desarrollo de la competencia científica? Un estudio de caso en la educación infantil

An analysis of US preschool science standards shows persistent disagreement on what to cover during the preschool years. Such inconsistency hampers progress for science learning and pedago...

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Papers

Inconsistencies in Early Science Education: Can Nature Help Streamline State Standards?