The unity between intellect, affect, and action in a child's learning and development in science

The discussion on the intellectual-cognitive aspect of a child's learning and development in science has a long history. However, less is known about the interrelation between the intellectual, affective, and enactive aspect of young children's learning and development in science, how these aspects intertwine in praxis, and how can be empirically documented. The present study seeks to capture and explore the dialectic interrelations between intellect, affect, and action during science experiences within early childhood educational settings. The initial sample of the study involved one hundred and thirteen (113) kindergarten students, within the age range of 4.5 to 6.5 years old. Empirical data were collected during joint science-oriented activities centered on the natural phenomenon of clouds. Indicative case examples are presented. The cultural-historical concept of perezhivanie was used as the main analytical tool. The findings made visible the processes through which children make sense and shape their understandings of the natural phenomenon through cognitive, emotional as well as physically and bodily charged situations during everyday educational reality. The qualities and the nature of science learning in the early years are unpacked. The paper concludes with insights into how the findings address ongoing methodological challenges in the field and inform pedagogical practice.