Early childhood teachers’ perceptions of their knowledge base for facilitating the teaching of science concepts

Teachers’ knowledge of subject matter is critical in effectively shaping their ability to facilitate science concepts to young learners. However, early childhood education faces unique challenges, and research examining how teachers perceive their knowledge to impart science concepts at this critical level remains limited. This study investigated these perceptions, addressing the gap in understanding teachers’ perceived knowledge base and its implications for early science education. A quantitative research approach underpinned by a case study design was followed. The pedagogical content knowledge framework guided the study. Data were collected through a survey with 100 Grade R teachers to understand their perceptions of their knowledge base for facilitating science concepts. The findings indicate that while many teachers express enthusiasm and recognize the importance of early science education, they report varying levels of confidence in their knowledge base, often citing a need for additional professional development. This study highlights the need for targeted training programs to support Grade R teachers in science instruction, with implications for curriculum development and educational policy to strengthen early science literacy. Through a better understanding of teachers’ perceptions, this research contributes to ongoing efforts to enhance the quality of early childhood science education.