Developing and sustaining scientific literacy among children in the early years: A series of discussions
In my PhD, I focused on understanding how children develop and sustain scientific literacy in the early years. This development requires an holistic understanding of processes across several dimensions, ranging from policy analysis to educators’ play activities in early childhood centres, parental knowledge and perceptions, children’s science play experiences, and educators’ intentionality.
As I have done extensive work on this topic during my PhD and already published several journal articles, I would add several theoretical discussions, examples, and research-based evidence. Surely, I will not write something purely academic using several jargon terms; rather, I will keep it simple, aiming for parents and early years educators.
Based on my knowledge and experience, I plan to write a series of discussions about this topic. I initially plan to write 12 chapters here; however, as I continue, I will decide later whether I need to add more. Below is the list of my plan; however, I expect your comments and suggestions if I need to focus on something else.
Chapter 1: The concept and the importance of scientific literacy
There is no universal definition of scientific literacy, and various concepts of scientific literacy focus on several dimensions. In this chapter, I will discuss the relevant concepts of scientific literacy applicable to the early years. I will also discuss the importance of developing scientific literacy among children in the early years, which can benefit them in the long run and particularly make them competent for the next level of education.
Chapter 2: What do we know about children’s scientific literacy development in the early years?
I have already reviewed the existing literature on children’s scientific literacy and identified strengths and knowledge gaps. These findings, from a systematic review, have already been published in a Q1 journal. I will first focus on discussing the issues we already know, and then explore the gaps that need to be considered in developing children’s scientific literacy.
Chapter 3: What theories and concepts can we use to understand the scientific literacy development process?
Theories can provide a path for exploring a phenomenon. There are several theories for understanding and exploring children’s development. To explore scientific literacy in the early years, I used Vygotsky’s cultural-historical theory, which offers ideas for developing, enhancing, and sustaining children’s scientific literacy.
Chapter 4: How can policies and frameworks support children’s scientific literacy development?
Policies and frameworks can guide educators in advancing children’s learning and development. In this chapter, I will mainly focus on the Early Years Learning Framework for Australia and based on this discussion, extend my discussion of how policies and frameworks can advance and sustain children’s scientific literacy.
Chapter 5: Why is play important for developing children’s scientific literacy?
Play is the main activity of children, and they can create new meanings for the world and extend their learning by applying their knowledge in play situations. Therefore, it is important to understand how children can develop and foster their scientific literacy through play, particularly science play experiences. In this chapter, I will examine the association between children’s science play experiences and the development of scientific literacy.
Chapter 6: Why is educators’ intentionality important to progress children’s scientific literacy?
Educators, as adults, act as guides and instructors in developing children’s higher learning skills; however, their intentions, from planning to pedagogical reflections, are important. Without educators’ intentional science-play activities, it might not be possible to enhance children’s scientific literacy, and this chapter will explore this phenomenon.
Chapter 7: Importance of parental knowledge, awareness, and confidence to enhance children’s scientific literacy
Parents are the first and most significant influence on children’s development. Therefore, it is imperative to understand parental knowledge, awareness and confidence to enhance children’s scientific literacy. I have already published an article in a Q1 journal, and based on this, I will discuss the state of parental positioning in promoting children’s scientific literacy in the early years.
Chapter 8: What practices can parents do at home to progress children’s scientific literacy?
The previous chapter focused on parental knowledge, awareness and confidence in developing children’s scientific literacy. This chapter will explore how parents can develop, progress and sustain children’s scientific literacy by arranging science play experiences at home. I will also provide some useful tips that parents can consider when explaining scientific phenomena and provide the necessary materials to improve children’s scientific literacy in the early years.
Chapter 9: Importance of educators’ knowledge, confidence and intentional practices in progressing children’s scientific literacy
Like parents, educators’ knowledge, confidence and intentional practices are important for developing, progressing and sustaining children’s scientific literacy. This chapter will explore these issues in relation to children’s scientific literacy.
Chapter 10: What support can educators provide to enhance children’s scientific literacy?
I have also published a framework in a Q1 journal that educators could consider to enhance children’s scientific literacy. This framework includes a three-stage continuum process, and if educators follow it, they may contribute to this development in the early years. I will also provide specific tips to help children sustain their scientific literacy.
Chapter 11: What measures can educators and parents take to sustain children’s scientific literacy?
Based on the previous chapters, I will discuss how both parents and educators can take the necessary measures to develop and sustain children’s scientific literacy. To improve and sustain children’s scientific literacy, educators and parents need to work together and support each other. This chapter will combine the responsibilities of both parties. As in previous posts, I will provide some practical tips for both parents and educators.
Chapter 12: Concluding remarks: A holistic approach to developing and sustaining children’s scientific literacy
This chapter will be the final one of this series. Children’s scientific literacy is not a standalone process; this development is complex. So, it is important to consider several dimensions, and these need to be understood holistically. This chapter provides a summary of the previous chapter on how this development can proceed by aligning the responsibilities of all parties.
Do you have any suggestions for my plan? Please provide your suggestion in the comment box. I will try to accommodate your suggestions if they fall within my knowledge and expertise. I believe this series will help people, particularly educators and parents, develop, advance, and sustain children’s scientific literacy in the early years.
I read your EdBrief series discussion plan on scientific literacy among children in early years and find it is very interesting and useful for both parents and educators. As you plan to discuss in a storytelling mode avoiding academic jargons, I hope parents and non-academics also find it as a good read and useful as well. I strongly suggest you publish a book with this series both in Bangla and English. It has the potential to be wonderful guide for parents and teachers.