A Case Study on the Implementation of a Science Environment and Its Emotional and Cognitive Impact in Early Childhood Education
Abstract
Early childhood education constitutes a decisive stage for holistic development, in which high brain plasticity and sensitivity to environmental stimuli foster the consolidation of early learning. Within this framework, science learning environments are proposed as pedagogical strategies that support meaningful learning through exploration, experimentation, and direct interaction with natural phenomena. This study describes and analyses the implementation of a science environment in an early childhood education setting, focusing on the cognitive and emotional responses observed in children aged 3 to 5 years. A qualitative approach with a descriptive case study design was adopted, using structured observation, field records, and audiovisual material. The findings indicate recurrent expressions of curiosity and enthusiasm, episodes of sustained attention, spontaneous verbalizations, and emerging forms of causal reasoning. Overall, it is concluded that a science environment—when designed with clear pedagogical intent and contextual alignment—can contribute to cognitive and emotional development in early childhood education.
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