Science Learning Perceptions and Perceived Readiness of Preservice Early Childhood Teachers

Abstract

Science learning in early childhood requires prospective teachers who understand its importance and are prepared to design and implement developmentally appropriate learning experiences. This study aimed to examine Pendidikan Guru Pendidikan Anak Usia Dini students’ perceptions and perceived readiness for early childhood science learning and to explore the experiences and challenges underlying these perceptions. The study employed a descriptive survey with a quantitative approach supported by qualitative data from semi-structured interviews. The survey involved 179 students, while six students were purposively selected for interviews. Quantitative data were collected using a 20-item five-point Likert-scale questionnaire and analyzed descriptively, while interview data were analyzed thematically. The results showed that students’ overall perception was categorized as high (70,82%). The highest score was found for the perceived importance of science learning (74,32%), followed by perceptions of implementation (72,11%), perceived readiness (68,32%), and understanding of early childhood science learning (67,63%). Interview findings indicated that students recognized the importance of hands-on experiences, exploration, simple experiments, and environmental resources, but still needed practical experience, examples of learning activities, and guidance. These findings indicate a descriptive gap between students’ positive perceptions of the importance of science learning and their perceived readiness to implement it. Strengthening authentic pedagogical experiences, mentoring, and opportunities to design and practice science activities is therefore important in preparing prospective early childhood teachers.