Interactional arrangements for learning about science in early childhood: A case study across preschool and home contexts

In this case study, we compare activities experienced by one 5-year old child in her home and her preschool in terms of how they afford scientific exploration and inquiry. We focus specifically on two types of interactional configuration: the first is an adult-guided mode of interaction in which a parent closely monitors the child's attention and action and accordingly orchestrates the emergence of opportunities for scientific observation, exploration and knowledge construction; the other is a type of peer play that occurs frequently at preschool, in which children collaboratively explore the physical properties of the world around them. Through close microanalysis we compare these activities as learning arrangements (Stevens, Satwicz & McCarthy, 2008), considering how they allow for or constrain children's entry into scientific activities, as well as the particular opportunities for learning they may afford.