Mapping the interactions between young children while approaching the natural phenomenon of clouds creation



In this research paper, the dynamic of preschoolers’ interactions during the approach of basic science concepts in kindergarten is designated, based on the “socio-cultural, historical approach”. The procedures through which young children communicate and cooperate in order to structure their explanatory schemes and the contextual factors that mediate in this process are explored through a multilayer qualitative analysis. The research sample consisted of sixteen (16) pre-school children (four to six years old) from one state kindergarten in Greece. Data were collected through expanded, open type, semi-structured conversations between children pairs of the sample and one of the researchers. In this paper, data from three (3) conversations in which six (6) children participated in pairs are presented. The results of the study indicated different types of substantial interactions between the children couples and led to the detection of ways that preschooler’s conceptions shaped and were shaped while concepts from the natural world were commonly approached. From the research results, can be concluded that through a “conversational approach”, organized in couples, we can foster and enhance science thinking and learning in early childhood.


Socio-cultural, historical approach, preschoolers’ interactions, explanatory schemes, conversational approach, science thinking and learning in early childhood

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Educational Journal of the University of Patras UNESCO Chair | ISSN: 2241-9152 | Department of Educational Sciences and Early Childhood Education University of Patras

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