A Cultural-Historical Study of Scientific Concept Formation Possibilities for Preschool Children in Everyday Environments

In the growing context of early years science education research, this cultural-historical qualitative study explores the scientific concept formation possibilities for preschool children in their everyday home and preschool environments. It is argued that teacher and parent awareness about science in the everyday environment gives a new understanding about science pedagogy in the early years of education. The findings contribute in the broader science education research by informing the home and preschool relationships in scientific concept formation for preschool children. Further research avenues are identified for more early years science studies in the home and preschool contexts.