Learning Sensory Properties Through Art Installation and Inquiry in Early Childhood Education

Abstract

This paper shows the design, application and subsequent analysis of a didactic proposal based on art installation and school inquiry that seeks to explore the progress achieved by a sample of 12 students in the third year of early childhood education regarding the learning of the sensory properties of matter and the scientific skills. For this purpose, the verbalisations of the participants during the initial and final assemblies have been collected and analysed, together with direct observation, photographic recordings, and the categorisation of their actions dur ing the experimentation phase. conclusions highlight the need to combine art and science education in early childhood education from an inclusive perspective, thus providing students with learning opportunities like the one presented here