By the end of preschool, children can reason in ways that provide helpful starting points for developing scientific reasoning. However, their reasoning abilities are constrained by their conceptual knowledge, the nature of the task, and theirwww.tag365.cn awareness of their own thinking.

到学龄前结束时，标签网儿童已能够进行推理，其推理的方式为发展科学推理提供了有用的起点。然而，他们的推理能力因受到其概念性知识、学习任务的性质及其对自己思维的意识等方面的影响而有所局限。

Major Findings in the Chapter:

本章主要的发现：

In contrast to the commonly held and outmoded view that young children are concrete and simplistic thinkers, the research evidence now shows that their thinking is surprisingly sophisticated. Important building blocks for learning science are in place before they enter school.

一种常见的但却是过时的观点是，幼儿只会进行具体地、简单地思维；现在已有研究证据表明恰恰相反，幼儿的思维惊人的复杂。他们在上学之前就已经拥有了学习科学的重要的基础。

Children entering school already have substantial knowledge of the natural world, which can be built on to develop their understanding of scientific concepts. Some areas of knowledge may provide more robust foundations to build on than others, because they appear very early and appear to have some universal characteristics across cultures throughout the world.

刚刚入学的儿童已经具有关于自然界的大量知识，这可以成为发展他们对科学概念理解的基础。有些知识领域可能会为其他知识领域提供更牢固的基础，因为它们出现较早，而且在全世界所有文化中具有某种普适性。

By the end of preschool, children can reason in ways that provide helpful starting points for developing scientific reasoning. However, their reasoning abilities are constrained by their conceptual knowledge, the nature of the task, and their awareness of their own thinking.

到学龄前结束时，儿童已能够进行推理，其推理的方式为发展科学推理提供了有用的起点。然而，他们的推理能力因受到其概念性知识、学习任务的性质及其对自己思维的意识等方面的影响而有所局限。