Teachers’ conceptualisations of science teaching–obstacles and opportunities for pedagogical continuity across early childhood school forms

The study investigates how teachers’ perceptions of science teaching can promote or inhibit pedagogical continuity in kindergarten and early schooling in Sweden. The researchers focus on how kindergarten teachers (1-5 years) and preschool teachers (6 years) emphasise children’s initiatives and exploration, while primary school teachers (7-9 years) place greater emphasis on planned activities and formal knowledge. The research questions are:

1. How do teachers perceive science teaching in their own educational unit?
2. What obstacles and opportunities regarding pedagogical continuity emerge through the teachers’ descriptions?

The results show that teachers in kindergarten and preschool emphasise children’s initiatives and exploratory learning, while primary school teachers have a greater focus on planned content and formal knowledge. This transition creates continuity challenges, especially when it comes to children’s ownership of the learning process. At the same time, the teachers share a common goal of creating interest in nature and building a caring attitude towards nature, which can strengthen continuity. To ensure a better transition between the educational units, the study highlights the need for exchange of experiences between teachers across kindergarten and school.

The study uses qualitative interviews and group meetings with 21 teachers from three different educational units (kindergarten, preschool and school) in Sweden. The data were collected through individual interviews and group discussions that focused on teachers’ experiences and thoughts regarding science teaching. A total of 30 hours of audio and video recordings were collected, which were then transcribed and analysed using activity theory to uncover similarities and differences in the teachers’ descriptions of their teaching.

Due, K., Skoog, M., Areljung, S., Ottander, C., & Sundberg, B. (2023). Teachers’ conceptualisations of science teaching–obstacles and opportunities for pedagogical continuity across early childhood school forms. International Journal of Early Years Education, 31(3), 790–805.

Online year: 2022

Issue year: 2023

Review year: 2022