Browsing by Subject "Scientific literacy"

Due to high neuroplasticity specific to early childhood, early education is crucial, as it forms the base for lifelong learning. Children build their identities, form social relationships, and learn basic skills. Child development was shown to be enhanced by a rich environment, including objects, places, cultural events, and daily activities which influence children’s interests and stimulate learning. Research aims: The current study focuses on scientific literacy in early childhood education. The study investigates the effect of the use of science-related items by a child on the development of the child’s scientific skills. Methods: The data was obtained from an online survey as a part of “The Joy of Learning Multiliteracies” (MOI) project in 2018 and analysed using quantitative analysis. The dataset includes a total of 3281 responses of parents of preschool age children. Data on nine items and eight skills were selected for statistical evaluation. Results: The two-way repeated measures ANOVA with the factor of Age (1yr – 6yr) and Use (whether the child uses the item or not) revealed main effects of both factors (p < 0.05), and their interaction (p < 0.05). As expected, the percentage of children who have scientific skills increases with age. Furthermore, the percentage of children who use the items and have the skills is greater than the percentage of children who do not use the items and have the skills. The Age and Use interaction implies that the effect of Use is specific to certain ages that correspond to the periods of active development of the skills. Conclusions: The findings suggest that the use of science-related items may facilitate the development of science-related skills, and that the use of science-related items has a different impact on different age groups.