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Science and Reggio Emilia Approach AN INTERPRETIVIST APPROACH TO UNDERSTANDING HOW NATURAL SCIENCES ARE REPRESENTED IN A REGGIO EMILIA-INSPIRED PRESCHOOL CLASSROOM DISSERTATION Presented in Partial Fulfillment of the Requirements for The Degree Doctor of Philosophy in the Graduate School of the Ohio State University By Hatice Zeynep Inan, M.A. ***** The Ohio State University 2007 Dissertation Committee: Approved by Professor Rebecca Kantor-Martin, adviser ______________________ Professor Kathy Cabe Trundle, co-adviser ______________________ Professor Laurie Katz Adviser and Co-adviser College of Education & Human Ecology Copyright by Hatice Zeynep Inan 2007 ABSTRACT This ethnographic study explores aspects of how the natural sciences are represented in a Reggio Emilia-inspired laboratory preschool. The natural sciences as a discipline, a latecomer to preschool curricula, and the internationally-known approach, Reggio Emilia, have interested educators and researchers, but there is little research about Science in Reggio Emilia. The current research aimed to gain insight into natural science experiences in a Reggio Emilia-inspired classroom. To gain in-depth information, this inquiry-based study adapted a research design with ethnographic data collection techniques (i.e., interview, observation, document/artifact collection, and field- notes). The data were analyzed from an interpretive perspective using multiple lenses. These lenses included classroom culture, the Reggio Emilia approach, and Early Learning Content Standards. Several theories guided the study design, including data gathering and analysis. These theories included Spradley’s (1980) Developmental Research Sequence Method, which is a well-known ethnographic method, and Corsaro’s (1997) peer culture theory. The study involved 18 preschoolers, 10 teachers, and a program director. The results indicated that the Reggio Emilia-inspired preschool offered a science-rich context that triggered and supported preschoolers’ inquiries, and effectively engaged preschoolers’ hands, heads and hearts with science. The Reggio ii Emilia-inspired preschool classroom in this study even exceeded the pre-K standards for natural sciences. The results showed that the Reggio pedagogy, which is grounded in inquiry, is very compatible with science education goals. iii Dedicated to my family & ALL children on the world iv ACKNOWLEDGMENTS Many thanks go to my adviser and mentor Prof. Rebecca Kantor for her full support during my doctoral program as well for master program as adopting me from Prof. David Fernie and Prof. Marilyn Johnson upon their leaving the university. Prof. Rebecca Kantor became a great mentor and inspiration to me by her professionalism and knowledge in the field. I learned a lot from her about the Reggio Emilia approach and her innovative approach to education challenged me. I was lucky, because she was always there to help me with her great, constructive feedback and smart tips when I felt stuck and could not move anywhere. Although he is not here at OSU any longer, I would like to send my good wishes and appreciation to Prof. David Fernie for his support and believe in me. I am so grateful to Prof. Kathy Cabe Trundle, my co-adviser, for encouraging me to start this journey with “Science in Reggio” and supporting me throughout the current research, which ended as my dissertation. She has a very special place in my heart, not only for academic encouragement but also for the emotional support she provided when I needed it. She always pushed me to accomplish more and more, and stayed with me even at the conferences. With her encouragement, I even had many chances to present my dissertation at distinguished conferences and wrote articles for distinguished journals. v I am so thankful to Prof. Laurie Katz for her intellectual support with deciding the pathway of the data analysis. As I always enjoyed working with her, I am so grateful to have her on my dissertation committee. I consider myself very lucky to be working with her in some research studies and writing together for one of the most prestigious encyclopedias in early childhood education. I am first and foremost grateful to my husband, Taşkın. He was source of my motivation that brought me here thousands of miles from my country to run this marathon. During this long marathon, he was always near me with his emotional and intellectual support. He was sometimes my mentor, sometimes my entertainment, sometimes my cook, but always my love. My little son, Berke, and my newly son, Yavuz, became my reasons and patience to work harder and accomplish this marathon faster. Berke sit on my lap and studied with me on my dissertation sometimes asking “what button I will push, mama?” while Yavuz was kicking as if saying “I am here too mama.” They are my sunshine, they are my reason to live, and they are why I SMILE. I am more than being grateful to my mom, Saniye, my father, Hıfzı, and my brothers, İbrahim and Abdullah, for their endless love and support for my graduate study. My mom was the main source of my motivation to move and move further. It is hard to put my love for her into a few words to show how wonderful she is and how grateful I am. I also thank to Beyhan, who sent me countless of emails and pictures and kept me feeling like I am still in Turkey. I missed each of you a lot. I am looking forward to meeting our newly family member, Halime, and coming together to have fun as we always did. vi I am deeply grateful to Alicia, my supervisor and my friend, for making me laugh all the time. Many thanks go to my EHS family, especially Cynthia, Marian, Gerry, Anne, Mary, Lois, Patty, Mark and my work partners for their loving support and making me feel family warmth through this process. I would also like to express my gratitude to Rachel, my life saver, and Peter for their contributions to my dissertation. Many thanks also go to the program coordinator, teachers, and the preschoolers at the Reggio Emilia-inspired laboratory preschool. They were so helpful and patient during my long interviews and were supportive while I was collecting the data in their classroom. I was so fortunate to conduct research in such a welcoming environment with them. Last but not least, thanks to all of and each of my friends in America, especially Elif, Gönül, Ömer, Zehra, Sedat, …. for waiting for me in front of the operation room at the hospital, outside the classroom when I was taking my oral exams and so on, and each of my friends in Turkey, especially Ayşegül, Semra, Didem, … for their unconditional love and support. Anybody who devoted her/his time with love for me, I will never forget! Thanks a lot! I am also so thankful to the Turkish government for financial support throughout my study. vii VITA April 4, 1976 …………………………… Born - Istanbul, Turkey 2000 …………………………………….. B.A. Guidance and Psychological Counseling, Bogazici University, Istanbul 2000-2002 ……………………………… Psychological Counselor, Akasya College, Istanbul 2003 ……………………………………. M.A. Education, the Ohio State University, Ohio PUBLICATIONS 1. Classroom Environments: Centers of Early Childhood Education. By Laurie Katz & Hatice Zeynep Inan. In R.S. New, M. Cochran, & J.K. Krablin (Eds.) Early Childhood Education: An International Encyclopedia. 2. Environmental Assessments in Early Childhood Education. By Hatice Zeynep Inan & Laurie Katz. In R.S. New, M. Cochran, & J.K. Krablin (Eds.) Early Childhood Education: An International Encyclopedia. FIELDS OF STUDY Major Field: Education viii TABLE OF CONTENTS Page Abstract ……………………………………………………………………………….…. ii Dedication ………………………………………………………………………………. iv Acknowledgments ….……………………….……………………………………….…... v Vita ……………………………………………………………………………………. viii List of Tables ……………………………………………………………………….…. xiii List of Figures …………………………………………………………………………. xiv List of Abbreviations …………………………………………………………….…... xviii Chapters: 1. Introduction ……………………………………………………………........…… 1 1.1 Statement of the Problem ……………………...……………………......…… 1 1.2 Purpose of the Study …………………...…………………………...…..…… 5 1.3 Research Questions ……...…………..……………………………...……..… 7 1.4 Research Design …………………………………………………….…..…… 7 1.5 Professional Significance of the Study ……………………………......…… 10 1.6 Delimitations …………………………….……………………….....……… 11 2. Review of Literature ..……………………….…...…………………..…....…… 13 2.1 Introduction ………………………………………………………………… 13 Part I. Importance of Natural Sciences for Pre-K Children ...….………...……….……. 14 2.2 Children’s Interest and Curiosity .………………..………………………… 14 2.3 Self-Regulative Skills ……………………………….……………………... 15 2.4 Social-Emotional, Cognitive, and Language/Literacy Development and Learning ………………………………………………………………………... 15 2.5 Prolonged Engagement with Science in Future & Positive Attitude Development ………………………………………………………………....… 17 2.6 Modern Research on Child Development and Learning in terms of Children’s Competency in Science …………………………………………..… 19 Part II. Natural Sciences Education in Preschools ………………………….....……..… 21 2.7 Introduction ………………….…...………………..………...……….......… 21 2.8 Current Pedagogies for Pre-K Science ……...…..…………………………. 24 2.8.1 Active Learning: Hands-on Pedagogy .…..……………....…………... 25 ix 2.8.2 Play ……………………………………...……………………..…..… 29 2.8.3 The Role of the Teacher and Scaffolding ……………….………....… 30 2.8.4 Providing Hands-on, Minds-on, and Hearts-on Science Experiences .. 33 2.9 Preschool Science Curricula ………………….……………………………. 35 2.9.1 PrePS Curriculum: Conceptually-Connected Experiences ...………… 35 2.9.2 The Interactive Approach to Science Education …………………...… 37 2.9.3 ScienceStart!
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