Exploring Early-Years Educators’ Conceptions of Science, Engineering, and Play Following a Professional Learning Intervention

• In Event: AERA Roundtable Session Thursday 8:00 am Four Seasons Ballroom 1
  In Roundtable Session: Impact of Environments on Development (Table 12)

Abstract

Young children naturally engage in science and engineering practices through play in sophisticated and robust ways. These explorations and sensemaking in science often go unnoticed by educators in many early learning environments. This study explores changes in educators’ conceptions of play and science and engineering practices (SEPs) after engaging with a series of facilitated professional learning (PL) modules designed to help prekindergarten (PreK) and kindergarten (K) educators recognize and support SEPs in play. Through PL tools, intentional noticing, stage setting, and “teacher moves”, children’s engagement with science can be extended and deepened. Qualitative analysis of PL exit tickets and teacher interviews bear this out, revealing conceptual and pedagogical shifts around SEPs in children’s self-directed play.

Authors

• Hildah Makori, Bowdoin College

• Lauren Saenz, Q & A Consulting

• Sadie Smith, Bowdoin College

• Rachel Larimore, Samara Early Learning

• Alison Riley Miller, Bowdoin College