PROBLEMS ABOUT THE TEACHING OF SCIENCE THROUGH RESEARCH IN CHILDHOOD EDUCATION

Abstract

In this article we analyze academic works that dealt with Teaching by Investigation of Science in Early Childhood Education. In this first school stage, the learning of the curricular component begins to develop, in a playful way and using the students' curiosity. The National Common Curricular Base Treats Science teaching as observing, exploring and identifying the different natural processes of everyday life. To carry out the investigation on the subject, we used qualitative research in education, more specifically documentary research. We read the works and outlined axes more frequently. The need to ratify Science teaching for Early Childhood Education was notorious, as well as the consensus that curiosity is a relevant factor in the learning process within the classroom. Most of the research was published between 2017 and 2018, with the theme of scientific literacy being closely linked to the process of teaching Science to children. We can conclude that the teaching of science by investigation in Early Childhood Education collaborates in the development of skills and competences, in addition to enhancing the improvement of children's social and emotional relationships. Affectivity and dialogue between professors and students become necessary factors for the development of activities.