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Hypothesizing and Theorizing: Challenge in an Early Childhood Curriculum

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  • Nancy B. Hertzog
  • Marjorie M. Klein
  • Lilian G. Katz

Abstract

The authors describe how challenge is manifest in an early childhood gifted program which encourages inquiry through the project approach to curriculum development. The paper is based on a two-year study in which the investigators documented a) the processes of learning b) the processes of facilitation, and c) the outcomes of learning (products, ideas, language, etc.). Using as an example one sequence of project investigations in a K/1 classroom, this paper describes how children developed understandings of concepts related to shadows. Interactions between children are described in-depth which demonstrate the social nature of their learning and the evaluative nature of children s thinking and comments. Content which emerged from children’s questions, hypotheses, theories, predictions, and experiments is described.

Suggested Citation

  • Nancy B. Hertzog & Marjorie M. Klein & Lilian G. Katz, 1999. "Hypothesizing and Theorizing: Challenge in an Early Childhood Curriculum," Gifted and Talented International, Taylor & Francis Journals, vol. 14(1), pages 38-49, March.
    • Handle: RePEc:taf:ugtixx:v:14:y:1999:i:1:p:38-49
    DOI: 10.1080/15332276.1999.11672904
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