Stylianidou, F; Glauert, E; Rossis, D; Havu-Nuutinen, S; (2016) 'Creative Little Scientists' Project: Mapping and Comparative Assessment of Early Years Science Education Policy and Practice. In: Papadouris, N and Hadjigeorgiou, A and Constantinou, CP, (eds.) Insights from Research in Science Teaching and Learning: Selected Papers from the ESERA 2013 Conference. (pp. pp. 201-220). Springer: Cham, Switzerland.

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Abstract

Creative Little Scientists was a 30-month (2011–2014) EU/FP7-funded research project focusing on the synergies between early years science and mathematics education and the development of children’s creativity, in response to increasing interest in these areas in European educational policy. Using a variety of methods, including desk research, a teacher survey and classroom-based fieldwork, the research provided insights into whether and how children’s creativity is fostered and appropriate learning outcomes, including children’s interest, emerge. Based on these, the project proposed changes in policy and teacher education encompassing curriculum, pedagogy and assessment. This paper focuses on the results from the first research phase, where existing policies and reported practices in early years science and mathematics education in the sample countries were mapped and compared, by means of a) desk research examining national policies, curricula and assessments and b) a survey aiming to gain insights into teachers’ conceptualisations of their own practice. Findings across the varied contexts in partner countries indicate potential for inquiry and creativity but also suggest a number of areas for policy development and attention in early years teacher education.

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