Early Childhood Science Education: Acknowledging and Valuing Differing Cultural Understandings

Abstract

Science experiences in early childhood are common place, particularly in the natural sciences. However, when we organise these experiences they are usually framed from a Western science perspective. Little thought is given to other forms of science, such as Eastern or Aboriginal perspectives. This paper discusses the need to move away from such an ethnocentric view of science, and for early childhood professionals to actively seek out the cultural views which influence their children's scientific thinking. Accordingly, Aboriginal science is highlighted in this paper.