title: But is it science?
abstract: Early years science education is not science, but a curricular construction designed to induct young children into a range of ideas and practices related to the natural world. While inquiry-based learning is an important approach to this, it is not of itself unique to science and there are a range of logico-mathematical constructions that come closer to the essence of science. In this paper we discuss just three: empirical question-asking, transgressive play, and good thinking. The challenge, of course is to induct early years practitioners to a different way of shaping early science.
authors.affiliation: Department of Education, Brunel University London , London , UK.
authors.forename: Mike
authors.initials: M
authors.lastname: Watts
authors.affiliation: Department of Education, Brunel University London , London , UK.
authors.forename: Saima
authors.initials: S
authors.lastname: Salehjee
authors.affiliation: Department of Education, Brunel University London , London , UK.
authors.forename: Jane
authors.initials: J
authors.lastname: Essex
keywords: question-asking; scientific thinking; transgressive play