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Our activities for ages of 5-7-year-old students use sensorial materials, 3D lamps, touchpads, drawings/cutting materials, videos (Paxi videos are very loving) and them having to move.

We also created for the ESA Open Day a family game (with cards, drawings required, papercraft) where they could get involved with the easier tasks.

Teachers in class decorated their class as a spaceship, teaching all types of subjects (cross-curricula) in them or starting with artistic activities (poems/drawings) based on a space environment.

Storytelling was seen to be one of the most appealing methods at the moment

Students love to see the ESA 3D models based at ESAC and they ask to be spoken in a very basic language. We need several monitors and support from their teachers so they pay attention

They love to have the chance to ask all type of questions, and as mentioned, they always ask about topics like black holes, living on Mars, the twin paradox,

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In Finland we collaborate with association, that includes a lot of early childhood education teachers but also experts, and that is very beneficial. Maybe this kind of group would help ESA / ESERO too. Or Early childhood working group focusing on this?

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Work with kindergarten teachers.
Co-construct with the teachers, they know the limit of their kids.
It is important to know a minimum about the stage of development of the kids, a good conference should be put in place for the people who want develop this aspects.
Book about psychology of the development are absolutetly fascinanting, suddenly you have a use guide of your kids, to understand.

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- Methodology should support the age group and because of young age, you need to be flexible. Stories, easy tasks to train skills like classification, observation, etc. And goal should be to wake up children's interest towards science already at early age, because that can affect to children's interests and making choices in school as well for many years
- Kindergarten teachers are the best experts for their own groups - we only need to understand level of these age group and be experts to support these teachers.
- It might be helpful, but as I wrote before: teachers are always experts for their own groups. :)

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Rocket launch: straw and/or pump. Straw is too difficult because of motor skills

Light and dark, day and night. Where is the sun at night?

Zoom out on google maps (start at their school)

Gravity: drop stuff, sort objects on mass(weight)

Create your own earth/moon/sun system (let children revolve around each other)

Make/colour the planets and learn their names.

Storytelling: eric carles book about the moon (moon phases)

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- kids they love the idea to participate as a group including their mascot (specific for each school ) in a space challenge
- so important to create an interaction with the different mascots / storytelling (space topics related)

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Inquiry-based learning is a major approach in promoting the studying and learning of chemistry and science for small children. It has been argued to support the children s learning as well as positive attitudes, interests and motivation towards learning science. Non-formal learning environments for children, such as science clubs (where science can be studied experimentally) have so far not been designed in research-based practices remarkably. The possibilities of digitalism in supporting the learning of small children have been acknowledged in previous researches. On the other hand, learning environments based on virtual videos have been used only a little in the nonformal, inquiry-based learning of science for children below school age. In this research, the main objective of children s inquiry-based learning is to practice basic science process skills needed in experimenting (such as observation and coming up with questions), through the inquiry and playfulness.

This doctoral thesis reports a design-based research that responds to the need of developing a science club environment (not connected to time or place) for small children (3-6 year olds). Through inquiry-based learning, a child is able to practice his/her science process skills in the context of science, especially through every-day phenomena in chemistry.

This design-based research, which consists of 5 cycles, was conducted in two phases. Both of these phases can be divided into three parts, which are all characteristic of a development research: 1) problem analysis, 2) design process and 3) design solution. This research was conducted as a qualitative, descriptive research that consists of all in all six empirical or theoretical sub researches (so called problem analysis). It was conducted as a part of the operation of the University of Helsinki s LUMA centre (part of LUMA centre Finland.

The research was guided by a main research question: What kinds of properties should be included in a science club learning environment (not connected to time or place) that aims to promote children s inquiry-based learning of science (the design solution)? The following sub questions support the above mentioned: 1) What kind of is children s inquiry- based learning of science in a science club learning environment and what kind of support does it need (problem analysis? 2) What kinds of challenges and possibilities does a virtual science club learning environment introduce to support children s inquiry-based learning (problem analysis? 3) How are we able to develop a learning environment as a shared activity (design process?

Children and their guardians, who take part in a science club learning environment, were the topic of research in this design research. In the first phase of research, there were 20 science club entities (224 children attending) for small children arranged during 2013 - 2014. On the second phase of research in the spring of 2015, two different children s virtual science clubs were arranged in order to collect data. 335 families or kindergarten groups took part in these virtual science clubs. The research was organized as a qualitative explanatory and descriptive research, where a number of different data collecting and -analyzing methods were used. Main data collecting methods used were different kinds of interviews, narratives and video recording. Theory-and data-based content analysis were used in analyzing data. To improve reliability, multiple triangulation was used with methods, time and researchers; and discussions with the guardians about the results of the research was conducted.

Three kind of knowledge was acquired from the research: (i)knowledge about the possibilities and needs in designing and developing the science club learning environments (theoretical and empirical problem analysis,(ii)knowledge about design process as a shared activity and(iii)knowledge about what kind of an outcome does the design lead to and how does it promote children s inquiry-based learning and the practicing of the science process skills. A virtual science club learning environment with different activities(Jippo -virtual science club) was designed. The virtual science club learning environment is widely used through LUMA for teaching science to small children.

According to research, the following characteristics are important in the planning and carrying out of a virtual science club for small children (Science Education Model): 1) a child s previous experiences and questions are taken into consideration in the activities 2) the themes, for activities that help the children practice their science process skills, are connected to current science phenomena occurring in the child s daily life 3) a playful approach with the help of stories and drama gives the child a context and therefore makes it easier for the child to talk about the topic that is being discussed 4) in inquiry-based science learning and practicing science process skills, it is important for a child to have the possibility to interact with peers and a person with higher cognitive level 5) the role of an instructor is to model the science process skills for a child, and to inquiry, wonder and get excited together with the child 6) it is important to begin a small child s inquiry-based learning with practicing observation, which then builds a base for learning other science process skills. A small child s observation contains the following parts: (i) describing an observation, (ii) making an interpretation of the observation and (iii) communicating with others about the observation. 7) cooperation with the developer of the activities in the learning environment and with guardians should be close, so that a child s previous and future empirical world can be connected to the activities in a science club 8) the child s instructor needs support in planning how to carry out inquiries with the child. An instructor s need for support can be divided into three factors: i) the affective factor ii) the knowledge and skills factor and iii) the organizing factor.

A design process was conducted as a shared activity, where in addition to the researcher as a developer, there was a group of teaching professionals, club instructors, kindergarten teachers and through the researcher: children and guardians. This process produced a non-formal science club learning environment (as the design solution) that can be applied also in formal learning environments such as in kindergarten teacher education and in kindergartens. The strength of design process as a shared activity was that with it, the development process could be examined from many different points of view.

Research encourages towards small children s inquiry-based learning of science and practicing the science process skills from early on both in non-formal and formal learning environments. Science clubs are also good places for developing and analyzing educational innovations. There, innovations can be spread out to the field and are ready for possible onward developing and analyzing. A developed virtual learning environment gives out new possibilities for developing children s science education and for studying science at home, in kindergartens, in schools, in teacher training, in science clubs and in further education. A virtual science club learning environment for small children also creates possibilities for the international exporting of education.

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Tiivistelmä:

Inquiry-based learning is a major approach in promoting the studying and learning of chemistry and science for small children. It has been argued to support the children s learning as well as positive attitudes, interests and motivation towards learning science. Non-formal learning environments for children, such as science clubs (where science can be studied experimentally) have so far not been designed in research-based practices remarkably. The possibilities of digitalism in supporting the learning of small children have been acknowledged in previous researches. On the other hand, learning environments based on virtual videos have been used only a little in the nonformal, inquiry-based learning of science for children below school age. In this research, the main objective of children s inquiry-based learning is to practice basic science process skills needed in experimenting (such as observation and coming up with questions), through the inquiry and playfulness. This doctoral thesis reports a design-based research that responds to the need of developing a science club environment (not connected to time or place) for small children (3-6 year olds). Through inquiry-based learning, a child is able to practice his/her science process skills in the context of science, especially through every-day phenomena in chemistry. This design-based research, which consists of 5 cycles, was conducted in two phases. Both of these phases can be divided into three parts, which are all characteristic of a development research: 1) problem analysis, 2) design process and 3) design solution. This research was conducted as a qualitative, descriptive research that consists of all in all six empirical or theoretical sub researches (so called problem analysis). It was conducted as a part of the operation of the University of Helsinki s LUMA centre (part of LUMA centre Finland. The research was guided by a main research question: What kinds of properties should be included in a science club learning environment (not connected to time or place) that aims to promote children s inquiry-based learning of science (the design solution)? The following sub questions support the above mentioned: 1) What kind of is children s inquiry- based learning of science in a science club learning environment and what kind of support does it need (problem analysis? 2) What kinds of challenges and possibilities does a virtual science club learning environment introduce to support children s inquiry-based learning (problem analysis? 3) How are we able to develop a learning environment as a shared activity (design process? Children and their guardians, who take part in a science club learning environment, were the topic of research in this design research. In the first phase of research, there were 20 science club entities (224 children attending) for small children arranged during 2013 - 2014. On the second phase of research in the spring of 2015, two different children s virtual science clubs were arranged in order to collect data. 335 families or kindergarten groups took part in these virtual science clubs. The research was organized as a qualitative explanatory and descriptive research, where a number of different data collecting and -analyzing methods were used. Main data collecting methods used were different kinds of interviews, narratives and video recording. Theory-and data-based content analysis were used in analyzing data. To improve reliability, multiple triangulation was used with methods, time and researchers; and discussions with the guardians about the results of the research was conducted. Three kind of knowledge was acquired from the research: (i)knowledge about the possibilities and needs in designing and developing the science club learning environments (theoretical and empirical problem analysis,(ii)knowledge about design process as a shared activity and(iii)knowledge about what kind of an outcome does the design lead to and how does it promote children s inquiry-based learning and the practicing of the science process skills. A virtual science club learning environment with different activities(Jippo -virtual science club) was designed. The virtual science club learning environment is widely used through LUMA for teaching science to small children. According to research, the following characteristics are important in the planning and carrying out of a virtual science club for small children (Science Education Model): 1) a child s previous experiences and questions are taken into consideration in the activities 2) the themes, for activities that help the children practice their science process skills, are connected to current science phenomena occurring in the child s daily life 3) a playful approach with the help of stories and drama gives the child a context and therefore makes it easier for the child to talk about the topic that is being discussed 4) in inquiry-based science learning and practicing science process skills, it is important for a child to have the possibility to interact with peers and a person with higher cognitive level 5) the role of an instructor is to model the science process skills for a child, and to inquiry, wonder and get excited together with the child 6) it is important to begin a small child s inquiry-based learning with practicing observation, which then builds a base for learning other science process skills. A small child s observation contains the following parts: (i) describing an observation, (ii) making an interpretation of the observation and (iii) communicating with others about the observation. 7) cooperation with the developer of the activities in the learning environment and with guardians should be close, so that a child s previous and future empirical world can be connected to the activities in a science club 8) the child s instructor needs support in planning how to carry out inquiries with the child. An instructor s need for support can be divided into three factors: i) the affective factor ii) the knowledge and skills factor and iii) the organizing factor. A design process was conducted as a shared activity, where in addition to the researcher as a developer, there was a group of teaching professionals, club instructors, kindergarten teachers and through the researcher: children and guardians. This process produced a non-formal science club learning environment (as the design solution) that can be applied also in formal learning environments such as in kindergarten teacher education and in kindergartens. The strength of design process as a shared activity was that with it, the development process could be examined from many different points of view. Research encourages towards small children s inquiry-based learning of science and practicing the science process skills from early on both in non-formal and formal learning environments. Science clubs are also good places for developing and analyzing educational innovations. There, innovations can be spread out to the field and are ready for possible onward developing and analyzing. A developed virtual learning environment gives out new possibilities for developing children s science education and for studying science at home, in kindergartens, in schools, in teacher training, in science clubs and in further education. A virtual science club learning environment for small children also creates possibilities for the international exporting of education.Tutkimuksellinen opiskelu (inquiry-based learning) on keskeinen lähestymistapa pienten lasten kemian ja muiden luonnontieteiden opiskelun ja oppimisen edistämiseen. Sen on todettu tukevan lasten oppimista sekä myönteisiä asenteita, kiinnostusta ja motivaatiota luonnontieteitä sekä niiden opiskelua kohtaan. Non-formaaleja oppimisympäristöjä, kuten tiedekerhoja, joissa luonnontieteitä voi tutkimuksellisesti opiskella, on kehitetty tähän mennessä vain vähän pienille lapsille tutkimukseen pohjautuen. Digitaalisuuden mahdollisuudet pienten lasten oppimisen tukena on osoitettu aiemmissa tutkimuksissa, mutta virtuaalisia videoihin perustuvia oppimisympäristöjä on vain vähän aikaisemmin hyödynnetty alle kouluikäisten non-formaalissa luonnontieteiden tutkimuksellisessa opiskelussa. Tässä tutkimuksessa pienten lasten tutkimuksellisen opiskelun tavoitteena on tutkimisen perustaitojen, kuten havainnoinnin ja kysymysten esittämisen harjoittelu kokeellisuuden ja leikillisyyden kautta. Tämä väitöskirja raportoi kehittämistutkimuksen, joka vastaa tarpeeseen kehittää pienille lapsille (3 - 6 -vuotiaille) soveltuva aikaan ja paikkaan sitomaton tiedekerho-oppimisympäristö, jossa lapsi tutkimuksellisen opiskelun kautta voi harjoitella tutkimisen taitoja luonnontieteiden aiheiden parissa, erityisesti kemian ilmiöitä tutkien. Kahdessa aallossa toteutettu viisi kehittämissykliä sisältävä kehittämistutkimus jakautui molemmissa aalloissa kehittämistutkimukselle ominaisesti kolmeen osioon: 1)ongelma-analyysiin, 2)kehittämisprosessiin ja 3)kehittämistuotokseen. Tutkimus toteutettiin laadullisena kuvailevana tutkimuksena, joka koostui yhteensä kuudesta empiirisestä tai teoreettisesta osatutkimuksesta (nk. ongelma-analyysista). Se toteutettiin osana Helsingin yliopiston LUMA-keskuksen (osa LUMA-keskus Suomea) toimintaa. Tutkimusta ohjasi päätutkimuskysymys: Millaiset ominaisuudet tulee olla aikaan ja paikkaan sitomattomassa tiedekerho-oppimisympäristössä, jonka tavoitteena on edistää lasten tutkimuksellista luonnontieteiden opiskelua ja tutkimisen taitojen harjoittelua (kehittämistuotos? Sitä tukevat seuraavat alikysymykset: 1) Millaista pienten lasten tutkimuksellinen luonnontieteiden opiskelu on tiedekerho-oppimisympäristössä ja mitä tukea se vaatii (ongelma-analyysi? 2) Millaisia haasteita ja mahdollisuuksia virtuaalinen tiedekerho-oppimisympäristö tuo lasten tutkimuksellisen opiskelun tukemiseen (ongelma-analyysi? 3) Miten yhteisöllisesti voidaan kehittää oppimisympäristö (kehittämisprosessi? Kehittämistutkimuksen kohteena olivat tiedekerho-oppimisympäristöissä toimivat lapset sekä heidän huoltajansa. Vuosien 2013 2014 aikana järjestettiin 20 pienten lasten tiedekerhokokonaisuutta, joihin osallistui 224 lasta. Toisessa kehittämistutkimuksen aallossa järjestettiin keväällä 2015 kaksi lasten virtuaalitiedekerhoa datan keräämiseksi. Virtuaalitiedekerhoissa oli mukana 335 perhettä tai ryhmiä päiväkodeista. Tutkimus toteutettiin kvalitatiivisina selittävinä ja kuvailevina tutkimuksina, joissa käytettiin useita datankeruu- ja analysointimenetelmiä. Keskeisiä datankeruumenetelmiä olivat erilaiset haastattelut, narratiivit ja videointi. Datan analysointiin käytettiin teoriapohjaista sekä aineistolähtöistä sisällönanalyysia. Tutkimuksen luotettavuuden varmistamiseksi käytettiin monitriangulaatiota menetelmien, ajan ja tutkijoiden suhteen sekä tuloksista keskustelua huoltajien kanssa. Kehittämistutkimuksessa saatiin kolmenlaista tietoa: (i)tietoa tiedekerhooppimisympäristön kehittämisen mahdollisuuksista ja tarpeista (teoreettinen ja empiirinen ongelma-analyysi), (ii)tietoa yhteisöllisestä kehittämisprosessista sekä iii)tietoa, millaiseen tuotokseen kehittäminen johtaa ja miten se edistää lasten tutkimuksellista luonnontieteiden opiskelua ja tutkimisen taitojen harjoittelua. Tutkimuksessa tuotettiin virtuaalinen tiedekerho-oppimisympäristö aktiviteetteineen (Jippo-virtuaalitiedekerho), joka on laajassa käytössä pienten lasten tiedekasvatuksessa LUMA-toiminnan kautta. Tutkimuksen mukaan pienten lasten aikaan ja paikkaan sitomattoman virtuaalitiedekerhon suunnittelussa ja toteutuksessa ovat keskeistä seuraavat ominaisuudet (nk. tiedekasvatusmalli): 1)lapsen aiemmat kokemukset ja kysymykset huomioidaan aktiviteeteissa 2)tutkimisen taitoja harjoittavien aktiviteettien aiheet liitetään ajankohtaisiin lapsen arjessa näkyviin luonnontieteiden ilmiöihin 3) leikillinen lähestymistapa tarinoiden ja draaman kautta antaa lapselle kontekstin sanoittaa tutkimisen taitoja ja lieventää uutuustekijää 4) on tärkeää, että lapsella on mahdollisuus vuorovaikuttaa sekä vertaisten että korkeammalla tiedollisella tasolla olevan kanssa tutkimuksellisessa luonnontieteiden opiskelussa 5) ohjaajan rooli on mallintaa tutkimisen taitoja lapselle sekä tutkia ja ihmetellä yhdessä lapsen kanssa 6) pienten lasten tutkimuksellinen opiskelu on tärkeä aloittaa havainnoinnin harjoittelusta, joka luo pohjan muiden tutkimisen taitojen opiskelulle. Pienten lasten havainnointi sisältää seuraavat osa-alueet: (i)havainnon kuvaileminen, (ii)havainnon tulkinta ja (iii)kommunikointi muille. 7) yhteistyö oppimisympäristön aktiviteettien kehittäjän ja huoltajien kanssa on hyvä olla tiivistä, jotta lasten aiempi ja tuleva kokemusmaailma saadaan kytkettyä tiedekerhon aktiviteetteihin 8) lapsen ohjaaja tarvitsee tukea tutkimuksellisen opiskelun toteuttamiseen lapsen kanssa. Ohjaajan tuen tarve jakautuu kolmeen tekijään: i) affektiivinen tekijä ii) tiedollinen ja taidollinen tekijä sekä iii) organisointitekijä. Yhteisöllinen kehittämisprosessi, jossa kehittäjinä oli tutkijan lisäksi joukko opetuksen asiantuntijoita, kerho-ohjaajia, lastentarhanopettajia ja tutkijan kautta lapsia ja huoltajia, tuotti kehittämistuotoksena non-formaalin tiedekerho-oppimisympäristön, jota voidaan soveltaa myös formaaleissa oppimisympäristöissä, esimerkiksi lastentarhaopettajien koulutuksessa ja varhaiskasvatusyksiköissä. Yhteisöllisessä kehittämisen vahvuutena oli, että sen avulla kehittämisprosessia pystyttiin tarkastelemaan monista eri näkökulmista. Tutkimus kannustaa pienten lasten tutkimukselliseen luonnontieteiden opiskeluun ja tutkimisen taitojen harjoitteluun jo varhaislapsuudessa sekä non-formaaleissa että formaaleissa oppimisympäristöissä. Tiedekerhot ovat myös hyviä opetuksen innovaatioiden kehittämis- ja tutkimuspaikkoja, joista pedagogiset innovaatiot saadaan valmiimpina levitettyä kentälle mahdollista jatkokehittämistä ja -tutkimusta varten. Kehitetty virtuaalitiedekerho antaa uusia mahdollisuuksia lasten tiedekasvatuksen kehittämiseen ja luonnontieteiden opiskeluun kotona, päiväkodeissa, koulussa, opettajankoulutuksessa, tiedekerhoissa sekä jatkotutkimukseen. Pienten lasten virtuaalitiedekerho-oppimisympäristö luo mahdollisuuksia myös kansainväliseen koulutusvientiin.

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Tiivistelmä: Inquiry-based learning is a major approach in promoting the studying and learning of chemistry and science for small children. It has been argued to support the children s learning as well as positive attitudes, interests and motivation towards learning science.

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General topics of child education (in the Netherlands

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General topics of child education (in the Netherlands

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- learning colors, shapes a.o.
- learning letters/the alphabet/pronounciations/vocabulary
- learn to count, compare, sort
- learn appropriate behavior (in a group and with each other
- direct observations of the world around them
- fine (hands, fingers) and gross (arms, legs) motor skills.

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Focus first in problems close the actual reality of the kids nad then show them the bigger picture

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- Great demand from 3-6 yrs teachers as other ESERO resources focus on Primary/Secondary
- but teachers required a motivation (the hook) to introduce the activity (group of activities).. sort of a guide to do activities following a path
- also interested on having a link to upper scholar levels
- in general terms the main complaint is current resources seems to be developed from university levels to lower levels with a no clear connection
- app for pre-school very sucessful : existing resources for primary reused and adapted to a more playful tool - add a story line "Spacetroopers" that appeals for this age group

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- we need more expertise

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Experience with early childhood:
-we did some Q&A sessions with the children on what they know about space. Unstructured and built a lander using mashmallows (let the kids come up with the questions they want) - storytelling and narrative work very well
-  Early childhood educators participate already in our trainings. In the past we accepted them as exceptions and focused more on primary teachers but there is need.
- Educators like the manuality of some of the Paxi resources ( pixel and using some activities from the Paxi funbook)
-  Paper designs, rockets ( we also did the build and adorn your rocket for launch)
- stories from space- they like to imagine worlds (focus on skills lke criativity and imagination)
- arts and crafts skills and competences
- introducing only one concept at the time

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- we need to be less focus on content
- they have basic knowledge
- miscomceptions some times can be a barrier to teach concepts

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- feel, smell, taste
- Big and small - many and few
- connection to elements that is already known. Ex: A plane is a machine that can fly. A rocket is a machine that can fly.

From ESERO DK

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- We have quite a lot experience from age 3 to 6 and we have mostly used different STEAM learning (so a lot of hands-on-activities). We have done both formal and non-formal learning.

- Yes, they do, but only if it is targeted to early childhood education

- Bluebots and other robots, same parts of Space craft material kit, and Paxi videos are good videos to start experiments around different subjects (water, solar system, etc.)

We also usually use materials and robots that are targeted to early childhood, but we build story or pedagogy so, that it involves space topics.

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- cannot read/write/calculate
- Some do not speak appropriate yet
- Some cannot count to 10 or further
- cannot link separate facts
- have very tough misconceptions that cannot be tackled yet
- direct experiences/observations

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1. Not much. During the CanSat PT final, we usually go to primary or pre-primary(?) schools to talk to the kids about rockets, showing simple hands-on activities and showing Paxi's animations. Then we invite the teachers to attend the launches with their students. Before the pandemic, of course.

2. Yes, during Understanding Earth through Space I and II. A lot, actually, and quite creative. I was looking for a video to show you, don't know if I can find it...

3. Still during the CanSat final, the activities we do in the schools are usually the following: after watching Paxi's animations, we invite them to draw rockets, or to build them with small different-shaped 3D blocks or with a straw and a pen, and we end in style with the 'chemical rockets' :)

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- Important to use the body for the internal understanding concepts
- Pedagogy needs to take into account the space context
(costums - dress up - drawings)
- FI part of Research group on science education for young kids (science labs - non-formal) - Importnat to understand how teaching /learning in kindergarten works

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- Working with kids below 6 years is very different than working with older kids - too early to pass to 2-dimensional representation
- Robots are very effective (3-D visualisation) /unplugged activities
- Often need support by the parents - we need more people (smaller groups of kids per adult)
- Kids are very inventive
-

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How could we approach early years education from the methodological point of view (pedagogy, didactics, delivery, subjects, skills)?

Do we have the expertise?

Shall we gather expertise?

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How could ESA / ESERO be further involved?

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How could ESA / ESERO be further involved?

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Are there specific networks for this group of teachers/educators?

How involved are the parents in that – shall we also consider them as part of the picture?

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Experience with early childhood education

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Experience with early childhood education

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Do you have experience with early childhood education (formal and non-formal)?

Do early childhood educators/teachers apply to/participate in your teacher trainings?

What kinds of tools and educational products (developed by ESA, ESERO, others have you found useful to be used in early years education settings?