Precursor models in the thinking of 3-8 year olds: entities between empirical and scientific knowledge
Published:
Dec 24, 2025
Updated:
2025-12-24
Keywords:
Pre-school and early school age, school scientific knowledge, precursor models
Abstract
The issue of the approach to Physical Sciences in pre-school and early school age has been an issue of research and application of different fields of knowledge such as the Psychology of learning, the Epistemology of Cognitive Development, Early Childhood Education, the Science Education. The complexity that necessarily results from the multifaceted or one-sided approach to individual questions sometimes creates epistemological confusions that lead to the damping of critical questions for a rational attempt to shift from the experiential and spontaneous relationship of young children's thinking to structural and/or functional elements of Physical Sciences. At the same time, the emergence of educational proposals with a loose theoretical foundation which, for various reasons, are becoming widely disseminated, adding new parameters of ambiguity at least on the issue of the dimension of cognitive development of young children. In this article an attempt is made to capture the concept of the precursor model as a mental entity that interposes itself between scientific school knowledge and children's experiences, is built in children's minds through appropriate activities and constitutes a stable tool that prepares children's minds for the formation of school scientific models. At the same time, if the relevant research shows that some children at the age of 3-8 years can form a precursor model in their thinking about a particular phenomenon, this can be the aim of activities in any type of pedagogical context chosen.
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Ravanis, K. (2025). Precursor models in the thinking of 3-8 year olds: entities between empirical and scientific knowledge. Dialogoi! Theory and Praxis in Education, 11, 7–27. https://doi.org/10.12681/dial.41730
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