Abstract
The monograph presents the theoretical background that forms the foundations of science education for preschool and primary school children (pedagogical theories, theories of development and theories of intelligences). Due attention is paid to the specifi cs of children and pupils of this age group, e.g. to the fact that they are more receptive to nonverbal than verbal communication; one chapter is devoted to nonverbal communication.
The monograph also presents an overview of proven teaching methods (multisensory teaching, excursions, walks, founding collections of products of nature, heuristic methods) and innovative methods (method of good questions, learning based on relationship to a particular place, narrative method, work with models, teaching supported by work with animals and other). It draws attention to the issue of talents in natural sciences and makes reference to an (already published and tested) tool for their early discovery.
The monograph also briefl y discusses environmental education (which is very closely connected to sciences) and its interdisciplinary links to natural sciences. The work gives an overview of research into children's alienation to nature (syndrome of falling down children), changes of children in past years) and into whether teachers are able to refl ect on these developmental specifi cs.
The monograph is concluded by a brief presentation of didactical tools that support preschool children's and primary pupils' education in natural sciences and by a defi nition of didactical and methodological approaches and principles of teaching natural sciences to this specifi c age group.