Playing in Science: Exploring Play-Based Science Learning Across Different Preschool Models (Poster 19)

• In Event: Saturday Poster Sessions 7:45 am
  In Poster Session: Contemporary Approaches to Science Education

Abstract

This mixed method convergent survey design study looks at preschool educators' attitudes, pedagogies, and challenges of play-based science learning compared across public, Head Start, private, and forest preschools. Children learn about the world around them through play (Vygotsky, 1978) and science is the acquisition of knowledge about the world by using curiosity, learning, and play (Uludağ & Erkan, 2023). Therefore, play-based science learning should be the focus of preschool education. Results from this study show most preschool educators report they use play to support science learning, but there are differences among each model. For example, the forest school educators report experiencing no challenges with enacting play-based science learning, whereas all the other models reported not having enough time or resources.

Authors

• kathleen mahoney, University of Massachusetts - Amherst

• Jeanne L. Brunner, University of Massachusetts - Amherst