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Papers by Rebecca Crutchley
Special Needs in the Early Years: Partnership and Participation, 2018
This report is the evaluation of an early years project which was developed by members of the Cas... more This report is the evaluation of an early years project which was developed by members of the Cass Early Childhood Studies Research Group with funding from the 2015 UEL Civic Engagement Fund. The project aimed to encourage parents‟ confidence in their own ability to support emergent scientific thinking among their young children. The project was modelled on an early years initiative undertaken a few years ago in rural Bangladesh. The original Bangladeshi project was pioneered by Dr Sue Dale Tunnicliffe, Reader in Science Education at University College London‟s Institute of Education, and chair of CASTME, the Commonwealth Association of Science, Technology and Mathematics Educator.
Early Child Development and Care, 2016
The acquisition of everyday scientific concepts by 3-6 year old children attending early childhoo... more The acquisition of everyday scientific concepts by 3-6 year old children attending early childhood institutions has been widely studied. In contrast, research on science learning processes among younger children is less extensive. This paper reports on findings from an exploratory empirical study undertaken in a 'stay and play' service used by parents with children aged 0-3 and located within an East London early childhood centre. The research team collaborated with practitioners to deliver a programme of activities aimed at encouraging parents' confidence in their own ability to support emergent scientific thinking among their young children. The programme generated children's engagement and interest. Parents and practitioners reported increased confidence in their ability to promote young children's natural curiosity at home and in early childhood provision. The authors see no reason for positing qualitative differences between the way children acquire scientific and other concepts in their earliest years. Keywords Emergent scientific thinking; everyday scientific concepts; children aged under three; parental confidence; early childhood practitioner confidence onwards Goswami (2015, p. 6-8) referred to patterns of perception forming part of this process that can be defined as 'naive physics,' 'naive biology' and 'naive psychology.' She considered the evidence strong that: Dynamic interrelations between objects perceived in the everyday world give the impression of causality. This perceptual analysis of the dynamic spatial and temporal behaviour of objects and agents appears to be one basis of knowledge construction by the infant and child. (Goswami, 2015, p. 5) The practice, attitudes and perspectives of teachers and other early childhood practitioners form the main focus of some of the international empirical and survey research undertaken in early
Special Needs in the Early Years: Partnership and Participation, 2018
This report is the evaluation of an early years project which was developed by members of the Cas... more This report is the evaluation of an early years project which was developed by members of the Cass Early Childhood Studies Research Group with funding from the 2015 UEL Civic Engagement Fund. The project aimed to encourage parents‟ confidence in their own ability to support emergent scientific thinking among their young children. The project was modelled on an early years initiative undertaken a few years ago in rural Bangladesh. The original Bangladeshi project was pioneered by Dr Sue Dale Tunnicliffe, Reader in Science Education at University College London‟s Institute of Education, and chair of CASTME, the Commonwealth Association of Science, Technology and Mathematics Educator.
Early Child Development and Care, 2016
The acquisition of everyday scientific concepts by 3-6 year old children attending early childhoo... more The acquisition of everyday scientific concepts by 3-6 year old children attending early childhood institutions has been widely studied. In contrast, research on science learning processes among younger children is less extensive. This paper reports on findings from an exploratory empirical study undertaken in a 'stay and play' service used by parents with children aged 0-3 and located within an East London early childhood centre. The research team collaborated with practitioners to deliver a programme of activities aimed at encouraging parents' confidence in their own ability to support emergent scientific thinking among their young children. The programme generated children's engagement and interest. Parents and practitioners reported increased confidence in their ability to promote young children's natural curiosity at home and in early childhood provision. The authors see no reason for positing qualitative differences between the way children acquire scientific and other concepts in their earliest years. Keywords Emergent scientific thinking; everyday scientific concepts; children aged under three; parental confidence; early childhood practitioner confidence onwards Goswami (2015, p. 6-8) referred to patterns of perception forming part of this process that can be defined as 'naive physics,' 'naive biology' and 'naive psychology.' She considered the evidence strong that: Dynamic interrelations between objects perceived in the everyday world give the impression of causality. This perceptual analysis of the dynamic spatial and temporal behaviour of objects and agents appears to be one basis of knowledge construction by the infant and child. (Goswami, 2015, p. 5) The practice, attitudes and perspectives of teachers and other early childhood practitioners form the main focus of some of the international empirical and survey research undertaken in early