Factors influencing the provision of science learning experiences in early childhood education in Ireland: a case study of educators’ perceptions and practices

This thesis investigates early childhood educators' perceptions and practices in science within the context of Aistear, the curriculum framework in Ireland. The focus is on analysing the various factors that influence educators’ provision of science learning experiences. Using a multi-site case study approach data were collected from eight educators using both classroom-based video observations and semi-structured interview methods. Analysis of the data revealed that science learning experiences were limited. There was no evidence of educators mediating children's science learning beyond the provision of activities. The children were not challenged to explore their world in scientific ways beyond the hands-on exploration of materials or the passive observation of the educator demonstrating an activity that is underpinned by complex scientific concepts. Such activities present little scope for the development and refinement of children’s working theories in science. This thesis contends that a number of factors influence the current provision. Educators are tasked within Aistear (NCCA, 2009) to support children's science learning by a non-prescriptive and multi-theoretical national curriculum framework policy, which relies on educators' theoretical, content and pedagogical knowledge to implement appropriate science learning experiences. However, these educators have received little or no training in early childhood science education and therefore lack the relevant science-based pedagogical content knowledge to provide such experiences. Furthermore, educators' existential beliefs about how children learn reflect a Piagetian orientation where the educator facilitates learning by providing resources for children to discover knowledge for themselves. This thesis further contends that an unintended consequence of the combination of these factors results in the frequent use of the didactic approaches to teaching that those in the anti-schoolification lobby, who oppose including subject content in early childhood education, warned against. Therefore, it is incumbent on policymakers, training institutions, and educators collectively, to work towards the common goal of providing effective science learning experiences in early childhood education.