| Summary |
The lowest-performing learning domain, particularly among low-income families, has been identified as science education. Preschool science education has advantages that are well known, but more research is needed to understand how Head Start (HS) teachers use and view preschool science and how this impacts their teaching methods. Utilizing the constructs of phenomenology, thirty-five in-depth semi-structured telephone interviews were conducted with HS teachers from 16 counties across the three regions of North Carolina. Researchers identified significant statements through open coding which were categorized into themes informed by Expectancy Value Theory. Teachers reported several motivators (personal values, previous experiences, child engagement, etc.) and barriers (limited resources, perceived lack of support, competing domains, etc.) as they relate to science education. Most teachers expressed value for science in early years but many expressed hesitancies when approaching the subject. Implications of the findings for HS and the field of early childhood care and education have been discussed in greater detail. |
