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Play-Activities with Scientific Content in Early Childhood Education.
- Source :
-
Early Childhood Education Journal . Oct2023, p1-10. - Publication Year :
- 2023
-
Abstract
- This article attempts to address the challenge that preschool teachers face, when integrating a specific content area, science, with play. The study builds on the theoretical framework of Play-Responsive Early Childhood Education and Care (PRECEC), in which teaching, and play are understood as a mutual activity. In this mutual activity, teachers and children signal their participation by shifting between <italic>as if</italic> (fantasy and fictional worlds) and <italic>as is</italic> (acquiring knowledge of the world as it is) (Pramling et al., 2019). The empirical data consists of video-observations of a preschool teacher and 1-4-year-old children who participate in activities that incorporate play and scientific content. The video-observations were analysed through studying how and why shifts between <italic>as is</italic> and <italic>as if</italic> were made by the preschool teacher. The results show that the preschool teacher made the play shift between <italic> as if</italic> and <italic>as is</italic> through different types of actions (voice change and bodily expression). Further, shifts seemed to be made with two aims in sight: science learning and socialisation. In conclusion, the preschool teacher (as a more knowledgeable adult) has an important role in creating a responsive environment and in introducing science content, which does not arise by itself. Implications for preschool teachers and preschool practice are discussed. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 10823301
- Database :
- Academic Search Index
- Journal :
- Early Childhood Education Journal
- Publication Type :
- Academic Journal
- Accession number :
- 173145482
- Full Text :
- https://doi.org/10.1007/s10643-023-01593-6