Integrating the exploration of the environment and language to mediate scientific enculturation in early education
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The aim of this study is to answer the following question: How does the exploration of the environment, articulated with language development in early childhood education, mediate the beginning of scientific enculturation in early childhood education? In order to collect and analyze the data, a qualitative methodological perspective was used through case study configured in two phases: planning and implementation of the sequence of learning activities, which represents the notion of the life cycle of plants. Empirical evidence was collected through documentary sources such as: participant observation, children materials, and class videos. Data analysis that based the curricular planning was carried out through content analysis technique; meanwhile, the symbolic interactions collected throughout the implementation were analyzed from the analytical perspective of grounded theory. The latter allowed to induce the following naturalistic generalizations: The understanding of the notion of the life cycle of plants by integrating the exploration of language development; the effect of integrating the exploration of the environment and language to enhance the cognitive, communicative and scientific functions; the exploration of the environment as a foundation for the deployment of communication skills; and learning communities as a strategy to integrate the exploration of the environment and language development.
- Natural Sciences
- Symbolic Language
- Education
- Educational Planning
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