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Play, particularly in early childhood education, is lauded as the driving force behind emergent literacies, socio-cognitive development, and formal academic inquiry (Nicolopoulou, Barbosa de Sa, Ilgaz, & Brockmeyer, 2009; Duncan & Tarulli, 2003; Youngquist & Pataray-Ching, 2004), including scientific inquiry in early elementary classrooms (Authors, 2015). Yet, little research explicitly connects how students display their evolving sensemaking in play and assessment contexts. We examine assessment in both playful inquiry and post-interviews. Both settings provide critical insight into children's understanding of science ideas. We make the case that play and playful inquiry should be recognized throughout the life course as a critical learning setting, and formal assessment should take into account resources available in playful learning settings.
Megan Alyse Humburg, Indiana University - Bloomington
Danielle Keifert, University of California - Los Angeles
Chris Georgen, Indiana University - Bloomington
Christine Lee, University of California - Los Angeles
Xintian Tu, Indiana University - Bloomington
Joshua Adam Danish, Indiana University
Noel D. Enyedy, University of California - Los Angeles