Quantitative Descriptive Analysis of Early Childhood Science Literacy Abilities: A Review of Vygotsky, Piaget, and Bronfenbrenner Theories
DOI:
https://doi.org/10.22437/gentala.v11i2.57275Keywords:
Early Childhood , Science Literacy , Ecological Systems Theory , Cognitive Development , Sociocultural Theory , Multiperspective AnalysisAbstract
Science literacy in early childhood is a fundamental competency that develops progressively through the interaction of cognitive, sociocultural, and ecological factors. This study aimed to describe the science literacy competencies of children aged 5–6 years and to interpret their developmental patterns from the integrated perspectives of Piaget, Vygotsky, and Bronfenbrenner. A descriptive quantitative approach was employed, involving 32 early childhood education (PAUD/TK) teachers in Padang Lawas Regency. Data were collected using a science literacy assessment instrument and analyzed through descriptive statistics, including means, standard deviations, frequency distributions, and percentages, across six science literacy indicators: observing, classifying, questioning, predicting, exploring, and communicating findings. The results indicated that the overall level of children's science literacy was categorized as good (M = 2.75, on a 4-point scale). The highest score was obtained for the ability to classify and compare objects (M = 3.28, very good), whereas the lowest scores were found in making simple predictions (M = 2.25, fair) and communicating observation results (M = 2.44, fair). From a multiperspective theoretical analysis, these developmental patterns can be understood through the complementary contributions of Piaget's cognitive development theory, Vygotsky's sociocultural theory, and Bronfenbrenner's ecological systems theory. Furthermore, the local natural environment was identified as an important ecological resource that supports the integration of these theoretical perspectives in fostering young children's science literacy.
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