Preschool-age children practicing science: intersections of explanations, modeling, and gesture use

Despite the importance reform efforts have placed on engaging students in science practices, limited research has considered the initial steps young children may take with evidence-based explanations and modeling practices. Following a theoretical perspective that science emerges as it is practiced, we analyzed video of astronomy programs for 3-to-5 year old children in a museum setting. Findings suggest that explanations co-constructed by children ranged in sophistication. Children’s use of modeling practices supported their development of evidence-based explanations. We also found that children often used gestures to develop and communicate their explanations. Our findings demonstrate the initial ways young children’s co-constructed, evidence-based explanations emerge through interactions with educators, peers, and their physical environment.