Contextual and Conceptual Intersubjectivity and Opportunities for Emergent Science Knowledge About Sound.

The purpose of this study is to examine what aspects of contextual and conceptual intersubjectivity contribute to children's emergent science knowledge about the phenomenon of sound and how they make such contributions. Contextual intersubjectivity is used as an analytical concept to describe how early childhood educators create and use the surroundings and available material (e.g. music instruments) together with their knowledge about the children's previous experiences. Conceptual intersubjectivity is used to describe the early childhood educators' focus on the conceptual understanding (here the phenomenon of sound) they want the children to develop.

The study concludes that it is important to recognise children as active and competent individuals in their own learning and to view their expressions about natural sciences as important for their new learning and emerging science knowledge.

The study shows how contextual and conceptual intersubjectivity can strengthen the child's emerging science knowledge in situations where the early childhood educators use a playful approach together with a natural sciences focus. The early childhood educators' use of contextual intersubjectivity becomes evident through their perception and use of materials in the sessions and through the early childhood educators' use of their knowledge about the children's interests and previous experiences in order to meet, follow and support the children’s learning. This enables the early childhood educators to maintain and increase the children's interest and focus and enables the children to develop an emerging science knowledge. This also contributes to linking the children's everyday understandings with scientific concepts. The early childhood educators establish conceptual intersubjectivity when they turn attention towards a certain aspect of sound, e.g. the relationship between sound and vibration, and support the children's focus on this phenomenon by giving them time to play with and explore the materials. This is also apparent when the early childhood educators ask questions and the children are given time to reflect on these.

The data was collected in a Swedish daycare centre for children aged 3-6 years. The daycare centre is working with a natural science project about the phenomenon of sound. The project consists of 12 sessions of 1½-2 hours each. The data material consists of 9 hours and 20 minutes of video footage from 9 sessions. The analysis has special focus on one of the children in the project. The analysis identifies sequences from the sessions in which the selected child is interacting with the early childhood educators or the other children about the phenomenon of sound. The analysis then focusses on the child's statements about sound as well as actions during the interaction, after which focus is on the roles of the early childhood educators and on how they contextually and conceptually support the emerging science knowledge of the child.

Larsson, J. (2013). Contextual and Conceptual Intersubjectivity and Opportunities for Emergent Science Knowledge About Sound. International Journal of Early Childhood, 45 (1), 101-122.