While the proportion of unqualified practitioners varies according to setting, about a tenth of adults working in early years in England are unqualified. This article suggests strategies that combine theory with practical and applied approaches to early years science education.

Early Years

More from this issue

An approach used to explain differences in the motivation for science could be through the Empathizing-Systemizing (E-S) Theory, which states that...

Journal Article

This article analyses quantitative data from an online survey of 96 teachers using the TAPS pyramid to show that changes in assessment practice...

Journal Article

Across 2015/17, the authors conducted research at four Australian bush kindergartens to understand the teachers' science pedagogies and practice....

Journal Article