constructivist approach to early childhood science education 1

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Things to note:
– Only bid if you are familiar with science AND early childhood education (specifically, constructivist theory)!!
– APA format
– Only 3500 words
– Textbook and study guide given, but need to outsource other references

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Question 1

a) Discuss how a constructivist approach to early childhood science education is different from a traditional approach for EACH of the three areas of science covered:

How can I make it move? – Physics
How can I make it change? – Chemistry
How do I fit? – Biology/Ecology

b) For TWO (2) of the three areas:
Describe a specific example from your placement where you have seen children engaged in either a planned or spontaneous activity for each of the two areas you are focusing on (you may make up specific scenarios).

Discuss how this example reflects (or does not reflect) a constructivist approach.

Question 2

In this course, we have discussed three elements of social studies that can be addressed in early childhood programmes from a constructivist perspective:

  • The Child’s World
  • Young Children and Global Understanding
  • Young Children and Issues of Social Responsibility and Social Justice

    a) Briefly describe TWO (2) of these elements. Discuss TWO (2) ways you could approach each of them as a social constructivist teacher and compare and contrast this with how a traditional teacher would approach them.

    b) For each of the two elements in (a), illustrate specific examples of how you could connect and integrate science in a meaningful way.

 

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constructivist approach to early childhood science education 1 was first posted on June 28, 2020 at 3:30 am.
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constructivist approach to early childhood science education 1 was first posted on June 28, 2020 at 3:37 am.
©2020 "oneacademyessays". Use of this feed is for personal non-commercial use only. If you are not reading this article in your feed reader, then the site is guilty of copyright infringement. Please contact me at oneacademyessays@gmail.com

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