| Document Type
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BL
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| Record Number
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959672
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| Doc. No
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b714042
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| Main Entry
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Chaillé, Christine.
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| Title & Author
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The young child as scientist : : a constructivist approach to early childhood science education /\ Christine Chaillé, Lory Britain.
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| Edition Statement
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3rd ed.
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| Publication Statement
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Boston :: Allyn and Bacon,, ©2003.
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| Page. NO
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xii, 175 pages :: illustrations ;; 24 cm
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| ISBN
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0205367763
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: 9780205367764
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| Bibliographies/Indexes
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Includes bibliographical references (pages 167-169) and index.
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| Abstract
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Young children - how they experience the world, interact with each other, pose questions and problems, and construct knowledge - form the basis for this insightful examination of early childhood science education. Authors Chaille and Britain explore the teacher's role in understanding and facilitating preschool and primary-school children's scientific explorations. Using three traditional content areas of science - chemistry, physics, and biology - and translating them into developmentally appropriate practices, The Young Child as Scientist leaves behind rigid views of science education. Both teachers and students of early childhood education are led to reconceptualize science in ways that have implications for their whole classroom. Without being a cookbook approach to curriculum planning or a purely theoretical approach, the text weaves practical examples and theory together to present constructivism as it can be implemented in real preschool and elementary classrooms. -- Provided by publisher
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| Subject
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Constructivism (Education)
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Science teachers.
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Science-- Study and teaching (Elementary)
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Science-- Study and teaching.
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Constructivisme (Éducation)
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Professeurs de sciences.
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Sciences-- Étude et enseignement (Primaire)
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| Subject
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Sciences-- Étude et enseignement.
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| Subject
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Constructivism (Education)
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| Subject
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Science teachers.
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| Subject
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Science-- Study and teaching (Elementary)
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| Subject
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Science-- Study and teaching.
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| Dewey Classification
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372.3/5
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| LC Classification
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Q181.C414 2003
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| Added Entry
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Britain, Lory.
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