Courants traditionnels et innovatifs pour l'apprentissage des sciences physiques et naturelles à l'éducation préscolaire

This article presents and discusses a number of key issues concerning the introduction of young children in pre-school institutions to the physical and natural sciences. From this perspective, we try to distinguish traditional approaches from innovative approaches, by referring to three dimensions: the object of learning, the level of development of children's thinking and teaching practices. The ensuing discussion attempts to distinguish contemporary scientific education from traditional efforts and focuses on the level of educational research that is primarily concerned with deepening our knowledge of issues related to the nature of learning and teaching in relation to child development.