Journal Of Science Teacher Education, 21(2), 161-179. Doi: 10.1007/s10972-009-9161-8.758540.
Mizrap, B. (2013). Teaching science through play in kindergarten: does integrated play and science instruction build understanding? European Early Childhood Education Research Journal. Vol. 21, No. 2, 226–249, http://dx.doi.org/10.1080/1350293X.2013.789195.
The Effects of Kindergarten Experiences on Childrens Elementary Science Achievement educational policymakers struggle to form a curriculum that could help utilize the maximum potential of every child. It is apparent that the policymakers try to understand when and what should be done to enhance the cognitive growth in every child. The article The Effects of Kindergarten Experiences on Children’s Elementary Science Achievement presents answers to these issues obtained through statistical analysis of sample data consisting of 4,490 kindergarten children. The research conducted a quantitative analysis using the idea that there is a powerful connection between early childhood education and children intellectual development (Kumtepe, Kaya & Kumtepe, 2009, p. 978). Similarly, the authors talked about a study of student teachers attitudes that teaches science during preschool teacher education and how that influences them and affects their visions of the teacher’s role and their positions in science teaching. Furthermore, the author believes that a teacher’s role and attitudes toward science and science teaching will affect preschool teacher’s behavior and confidence in the training teacher program.
In the article ‘‘Science Talks’’ in Kindergarten Classrooms: Improving Classroom Practice Through Collaborative Action Research, this article explores the importance of assimilating science talks in Kindergarten classrooms as a contemporary teaching technique of centralized learning. Sarah, a Kindergarten teacher, demonstrates the importance of science talks in promoting learning of science. Integrating ...Show more