How Teachers Comprehend and Support Children's Needs to be Scientists

DOI

10.2991/icece-16.2017.11How to use a DOI?

Keywords

constructivist approach, young children as a scientist, teacher practice, teacher education

Abstract

This paper talks about a research result conducted to investigate how twelve teachers of early childhood program comprehend the constructivist theory of Piaget, and how they inquire, how the children acquire and construct a number of knowledge through occurred interactions. This is a qualitative research with an observation method followed up by a focus group discussion (FGD). The research result shows that there is a reciprocal interaction between the behaviours of teachers and children affected by the size of the classroom and learning source, teaching experiences, education background, teachers' attitude and motivation, as well as the way the teachers interpret and support the children's needs. The teachers involved in this research came up with varied perspective on how knowledge acquired by children at first and how they construct it. This research brings a new perspective in understanding children as scientists.

Copyright

© 2017, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Anita Yus
PY  - 2016/11
DA  - 2016/11
TI  - How Teachers Comprehend and Support Children's Needs to be Scientists
BT  - Proceedings of the 3rd International Conference on Early Childhood Education (ICECE 2016)
PB  - Atlantis Press
SP  - 62
EP  - 68
SN  - 2352-5398
UR  - https://doi.org/10.2991/icece-16.2017.11
DO  - 10.2991/icece-16.2017.11
ID  - Yus2016/11
ER  -