Teachers’ conceptualisations of science teaching – obstacles and opportunities for pedagogical continuity across early childhood school forms

This study aims to contribute knowledge about obstacles and opportunities for pedagogical continuity in science across early childhood education. We use activity theory analyse individual interviews group meetings with teachers from preschool (age 1–5), class 6) grade 1–3 7–9) three Swedish school units. The teachers’ descriptions of their teaching indicate both continuity. For example, all want establish an interest in, foster a caring attitude nature, similarity that facilitates However, some crucial differences obstacles. There is shift concerning ownership; following children’s initiatives bodily play based experiences towards emphasis on pre-planned content, verbal written documentation 1–3. Our findings also suggest lack each other's curricula. Hence, the conditions largely rest upon what children share class. argue there need in-depth exchange experiences, regarding methods frame factors, between different forms.