Communicating in science

Talking and listening about doing science is not only a one-way transmission from adult to child. the child also has a voice and opinions. Science is about communicating findings, and children usually thoroughly enjoy and instinctively tell an audience about what they have done, what they find exciting and what they think. Communication is not confined to talking at the time of event. Children can draw what they did; drawings are expressed mental models and are sometimes used before an event in order for the child to predict an outcome if s/he does certain things, but more often they are used after an event to try to understand what a child undertook and gleaned from the experience or to try to elect his or her conceptual development in a topic.” (p.29)

Ref: (emphases in blue bold, mine) Sue Dale Tunnicliffe (2013) Talking and Doing Science in the Early Years: A practical guide for ages 2-7. Routledge: Oxon and New York.

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About backyardbooks

This blog is a kind of electronic storage locker for ideas and quotes that inform my research... literary research into fiction for young adults (with a special focus on New Zealand fiction). Kiwis are producing amazing literature for younger readers, but it isn't getting the academic appreciation it deserves. I hope readers of this blog can make use of the material I gather and share by way of promoting our fiction. Cheers!
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