Purpose
The aim of this article is to present a framework that both highlights and realises the educational potential of integrating art and science into kindergarten. The framework will be used to plan and analyse art and science teaching in kindergarten. The author presents five different ways of positioning art and science, linking these to different learning opportunities for children.
Result
The study identified three different approaches to the integration of art and science into kindergarten practice. Teachers used art to visualise and convey scientific knowledge, which suggests an understanding of art and science as separate but supportive disciplines. In addition, the study uncovered a multidimensional approach, where teachers facilitated varied activities that enabled children to explore a topic from both artistic and scientific perspectives. Artistic activities were also used to promote a sense of connection with nature. The study found no examples of investigative or academically transcendent integration, where art and science are viewed as exploratory activities or as an arena for innovative problem solving, respectively.
Design
The sample consisted of eight kindergarten teachers from three different kindergartens in urban areas in Sweden. Three of the teachers worked with children aged 1 to 3 years, two with children aged 3 to 4 years and two with children aged 4 to 5 years. The researcher asked the kindergarten teachers to carry out art and science projects over a period of eight months, and document the projects in accordance with normal practice. The documentation included pictures, descriptions of situations, dialogue excerpts, comments from the children and reflections from the teachers. The researcher then analysed the documentation to identify how teachers positioned art and science.
References
Areljung, S. (2023). Five Ways of Integrating Arts and Science: A Framework for Planning and Analyzing Arts-Science Education in Early Childhood. Studies in Art Education, 64(1), 9–22.