Ethnographic Lens on Science Learning in Early Childhood

Abstract

This article presents the conceptual and methodological application of an Ethnographic Lens to develop a culturally grounded understanding of science learning in early childhood contexts. It challenges the dominance of the positivist paradigm, which prioritizes measurement and quantitative indicators, by adopting an interpretivist approach that foregrounds children’s subjective experiences, worldviews, and the co-construction of meaning in everyday learning. Ethnographic research is positioned as a powerful approach for accessing the complex dynamics of young children’s interactions, inquiry processes, and meaning-making within natural classroom settings. Central to this perspective is the recognition of children’s voices and respect for children’s agency, viewing children as active co-constructors of knowledge rather than passive learners. The study proposes that early childhood teachers assume the role of researchers as the primary research instrument, employing thick description within an ethnographic framework. This methodology is particularly suitable for research with young children who may be unable to express their understanding through conventional tests or questionnaires. Ethnographic inquiry generates rich, context-sensitive insights into classroom culture and pedagogy, connects science learning with children’s lived experiences, and informs the design of learning experiences that promote holistic and sustainable development in early childhood.