This paper was prepared by Kayte Edwards.
Biography
Kayte Edwards is a member of the Institute for Early Childhood Studies and a lecturer in the School of Policy and Implementation, within the Faculty of Education at Victoria University of Wellington. This article draws from her recent research looking at early childhood teacher's perceptions of how they support children's scientific learning.
Introduction
This article looks at the concept of scientific literacy, why it's important and how it influences early childhood teachers' support of young children's scientific learning. It may also indicate a way for teachers' to develop their ability to support children's scientific knowledge when they have little themselves. I suggest an increased understanding of the Nature of Science (NOS) encourages more investigative teaching strategies and enables shared learning for all involved.