Вартиайнен Д., Кумпулайнен К. Игра с наукой: проявление научной игры в исследовательской деятельности детей
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Вартиайнен Д., Кумпулайнен К. Игра с наукой: проявление научной игры в исследовательской деятельности детей // Современное дошкольное образование. – 2021. – №6(108). – С. 70–79.
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Аннотация
Опираясь на социокультурную теорию, это исследование изучает и раскрывает качества научной игры во время исследовательской деятельности детей, основанной на воображении и игре. Данные были собраны в дошкольных группах финских школ с детьми в возрасте от пяти до шести лет (N=31) в течение пяти недель и состоят из видеозаписей, полевых заметок наблюдений и артефактов, подвергнутых мультимодальному анализу. Результаты свидетельствуют, что научная игра, проявляющаяся в исследовательской деятельности детей младшего возраста, обладает следующими четырьмя характеристиками: 1) создание и поддержание воображаемой научной ситуации, 2) придание новых значений научным объектам и процессам, 3) сочетание воображаемых ситуаций и решение проблем и 4) участие в научной беседе в воображаемой ситуации. Исследование показывает, что воображение и игра являются важными элементами детского научного исследования, что имеет значение для раннего научного образования.
Литература
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3. Andrée, M., and L. Lager-Nyqvist. 2013. “Spontaneous Play and Imagination in Everyday Science Classroom Practice.” Research in Science Education 43 (5): 1735–1750.
4. Bulunuz, M. 2013. “Teaching Science Through Play in Kindergarten: Does Integrated Play and Science Instruction Build Understanding?” European Early Childhood Education Research Journal 21 (2): 226–249.
5. Caiman, C., and I. Lundegеrd. 2018. “Young Children’s Imagination in Science Education and Education for Sustainability.” Cultural Studies of Science Education 13 (3): 687–705.
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8. Fleer, M. 2013. Play in the Early Years. Cambridge: Cambridge University Press.
9. Fleer, M. 2016. “Theorising Digital Play: A Cultural-Historical Conceptualisation of Children’s Engagement in Imaginary Digital Situations.” International Research in Early Childhood Education 7 (2): 75–90.
10. Fleer, M. 2019. “Scientific Playworlds: A Model of Teaching Science in Play-Based Settings.” Research in Science Education 49 (5): 1257–1278.
11. Fleer, M., and Pramling N. 2014. A Cultural-Historical Study of Children Learning Science: Foregrounding Affective Imagination in Play-Based Settings. Dordrecht: Springer.
12. Hakkarainen, P. 2008. “The Challenges and Possibilities of a Narrative Learning Approach in the Finnish Early Childhood Education System.” International Journal of Educational Research 47 (5): 292–300.
13. Harlen, W. 2014. “Helping Children’s Development of Inquiry Skills.” Inquiry in Primary Science Education 1 (1): 5–19.
14. Kalogiannakis, M., G.M. Nirgianaki, and S. Papadakis. 2018. “Teaching Magnetism to Preschool Children: The Effectiveness of Picture Story Reading.” Early Childhood Education Journal 46 (5): 535–546.
15. Lederman, N. G., J. S. Lederman, and A. Antink. 2013. “Nature of Science and Scientific Inquiry as Contexts for the Learning of Science and Achievement of Scientific Literacy.” International Journal of Education in Mathematics Science and Technology 1 (3): 138–147.
16. Lindqvist, G. 1996. “The Aesthetics of Play: A Didactic Study of Play and Culture in Preschools.” Early Years 17 (1): 6–11.
17. Minner, D. D., A. J. Levy, and J. Century. 2010. “Inquiry-based Science Instruction – What Is It and Does It Matter? Results from a Research Synthesis Years 1984 to 2002.” Journal of Research in Science Teaching 47 (4): 474–496.
18. Mutonyi, H. 2016. “Stories, Proverbs, and Anecdotes as Scaffolds for Learning Science Concepts.” Journal of Research in Science Teaching 53 (6): 943–971.
19. Pedaste, M., M. Mäeots, L. A. Siiman, T. de Jong, S. A. N. van Riesen, E. T. Kamp, and E. Tsourlidaki. 2015. “Phases of Inquiry-Based Learning: Definitions and the Inquiry Cycle.” Educational Research Review 14: 47–61.
20. Peterson, S. M., and L. French. 2008. “Supporting Young Children’s Explanations Through Inquiry Science in Preschool.” Early Childhood Research Quarterly 23 (3): 395–408.
21. Samarapungavan, A., P. Mantzicopoulos, and H. Patrick. 2008. “Learning Science Through Inquiry in Kindergarten.” Science Education 92 (5): 868–908.
22. Taylor, R. 2014. “Meaning Between, in and Around Words, Gestures and Postures – Multimodal Meaning-Making in Children’s Classroom Discourse.” Language and Education 28 (5): 401–420.
23. Vartiainen, J., and K. Kumpulainen. 2019. “Promoting Young Children’s Scientific Literacy: Scientific Literacy as a Social Practice.” In Multiliteracies in Finland and Beyond: International Perspectives on an Early Year’s Innovation, edited by K. Kumpulainen and J. Shefton-Green, 77–94. London: Routledge.
24. Vygotsky, L. S. 1967. “Play and Its Role in the Mental Development of the Child.” Soviet Psychology 5 (3): 6–18.
25. Vygotsky, L. S. 1978. “Interaction Between Learning and Development.” Readings on the Development of Children 23 (3): 34–41.
26. Vygotsky, L. S. 1987a. “Imagination and its Development in Childhood.” In The Collected Works of L.S. Vygotsky (Vol. 1), edited by R. W. Rieber and A. S. Carton, 339–349. New York: Plenum Press.
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28. Vygotsky, L. S. 2004. “Imagination and Creativity in Childhood.” Journal of Russian & East European Psychology 42 (1): 7–97.
2. Akman, B., and S. G. Özgül. 2015. “Role of Play in Teaching Science in the Early Childhood Years.” In Research in Early Childhood Science Education, edited by K. Cabe Trundle and M. Saçkes, 237–258. Dordrecht: Springer.
3. Andrée, M., and L. Lager-Nyqvist. 2013. “Spontaneous Play and Imagination in Everyday Science Classroom Practice.” Research in Science Education 43 (5): 1735–1750.
4. Bulunuz, M. 2013. “Teaching Science Through Play in Kindergarten: Does Integrated Play and Science Instruction Build Understanding?” European Early Childhood Education Research Journal 21 (2): 226–249.
5. Caiman, C., and I. Lundegеrd. 2018. “Young Children’s Imagination in Science Education and Education for Sustainability.” Cultural Studies of Science Education 13 (3): 687–705.
6. Eshach, H., and M. N. Fried. 2005. “Should Science be Taught in Early Childhood?” Journal of Science Education and Technology 14 (3): 315–336.
7. Fleer, M. 2009. “Supporting Scientific Conceptual Consciousness or Learning in a “Roundabout way” in Play-Based Contexts.” International Journal of Science Education 31 (8): 1069–1089.
8. Fleer, M. 2013. Play in the Early Years. Cambridge: Cambridge University Press.
9. Fleer, M. 2016. “Theorising Digital Play: A Cultural-Historical Conceptualisation of Children’s Engagement in Imaginary Digital Situations.” International Research in Early Childhood Education 7 (2): 75–90.
10. Fleer, M. 2019. “Scientific Playworlds: A Model of Teaching Science in Play-Based Settings.” Research in Science Education 49 (5): 1257–1278.
11. Fleer, M., and Pramling N. 2014. A Cultural-Historical Study of Children Learning Science: Foregrounding Affective Imagination in Play-Based Settings. Dordrecht: Springer.
12. Hakkarainen, P. 2008. “The Challenges and Possibilities of a Narrative Learning Approach in the Finnish Early Childhood Education System.” International Journal of Educational Research 47 (5): 292–300.
13. Harlen, W. 2014. “Helping Children’s Development of Inquiry Skills.” Inquiry in Primary Science Education 1 (1): 5–19.
14. Kalogiannakis, M., G.M. Nirgianaki, and S. Papadakis. 2018. “Teaching Magnetism to Preschool Children: The Effectiveness of Picture Story Reading.” Early Childhood Education Journal 46 (5): 535–546.
15. Lederman, N. G., J. S. Lederman, and A. Antink. 2013. “Nature of Science and Scientific Inquiry as Contexts for the Learning of Science and Achievement of Scientific Literacy.” International Journal of Education in Mathematics Science and Technology 1 (3): 138–147.
16. Lindqvist, G. 1996. “The Aesthetics of Play: A Didactic Study of Play and Culture in Preschools.” Early Years 17 (1): 6–11.
17. Minner, D. D., A. J. Levy, and J. Century. 2010. “Inquiry-based Science Instruction – What Is It and Does It Matter? Results from a Research Synthesis Years 1984 to 2002.” Journal of Research in Science Teaching 47 (4): 474–496.
18. Mutonyi, H. 2016. “Stories, Proverbs, and Anecdotes as Scaffolds for Learning Science Concepts.” Journal of Research in Science Teaching 53 (6): 943–971.
19. Pedaste, M., M. Mäeots, L. A. Siiman, T. de Jong, S. A. N. van Riesen, E. T. Kamp, and E. Tsourlidaki. 2015. “Phases of Inquiry-Based Learning: Definitions and the Inquiry Cycle.” Educational Research Review 14: 47–61.
20. Peterson, S. M., and L. French. 2008. “Supporting Young Children’s Explanations Through Inquiry Science in Preschool.” Early Childhood Research Quarterly 23 (3): 395–408.
21. Samarapungavan, A., P. Mantzicopoulos, and H. Patrick. 2008. “Learning Science Through Inquiry in Kindergarten.” Science Education 92 (5): 868–908.
22. Taylor, R. 2014. “Meaning Between, in and Around Words, Gestures and Postures – Multimodal Meaning-Making in Children’s Classroom Discourse.” Language and Education 28 (5): 401–420.
23. Vartiainen, J., and K. Kumpulainen. 2019. “Promoting Young Children’s Scientific Literacy: Scientific Literacy as a Social Practice.” In Multiliteracies in Finland and Beyond: International Perspectives on an Early Year’s Innovation, edited by K. Kumpulainen and J. Shefton-Green, 77–94. London: Routledge.
24. Vygotsky, L. S. 1967. “Play and Its Role in the Mental Development of the Child.” Soviet Psychology 5 (3): 6–18.
25. Vygotsky, L. S. 1978. “Interaction Between Learning and Development.” Readings on the Development of Children 23 (3): 34–41.
26. Vygotsky, L. S. 1987a. “Imagination and its Development in Childhood.” In The Collected Works of L.S. Vygotsky (Vol. 1), edited by R. W. Rieber and A. S. Carton, 339–349. New York: Plenum Press.
27. Vygotsky, L. S. 1987b. “Problems of General Psychology.” In The Collected Works of L.S. Vygotsky (Vol. 1), edited by R. W. Rieber and A. S. Carton, 39–285. New York: Plenum Press.
28. Vygotsky, L. S. 2004. “Imagination and Creativity in Childhood.” Journal of Russian & East European Psychology 42 (1): 7–97.
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