Exploring relationships between playspaces, pedagogy, and preschoolers’ play-based science and engineering practices

Abstract

This manuscript reports the results of a research study exploring the ways in which physical space and teacher pedagogy are related to preschoolers’ engagement with science and engineering practices while at play. Using the Science and Engineering Practices Observation Protocol (SciEPOP), researchers captured children’s engagement with the eight science and engineering practices identified in the Next Generation Science Standards (NGSS). This study explores relationships between specific playspaces, materials, and pedagogical strategies, and children’s patterns of engagement with particular science and engineering practices during free play. There are notable differences in the spaces, materials, and pedagogies children encounter across the four participating preschools, and these differences suggest significant gaps in children’s opportunities to engage in and deepen their enactment of science and engineering practices. The authors present evidence in support of adaptive, personalized strategies for deepening children’s engagement with science through play, and raise questions about equity in early science learning environments that have implications both nationally and internationally for science education research, practice, and policy.

Next-Generation Science and Engineering Teaching Practices in a Preschool Classroom

“…Another tension involves capitalizing on students' everyday experiences across various places within and across formal and informal settings [50]. Specifically, Miller and Saenz [51] pointed out that preschools have notable differences in materials and instructional practices children encounter. These differences revealed significant gaps in opportunities to engage in the different SEPs, which raises questions about equity in early science learning environments.…”

The Impact of Nature-Based Outdoor Learning Landscape on STEAM Concept Formation of Preschoolers: A Scoping Review

“…In accordance with the diverse array of data collection methods typically employed by ethnographies, they also utilized field notes, semistructured interviews, and image recording. Miller, A. R., & Saenz, L. P. [23] published one of the three mixed-method research studies using exploratory sequential design and Kiewra, C., & Veselack, E. [24] published a case study research using observational data and teachers' nature notes documentation as a data collection method. In terms of geographical distribution, as presented in Figure 6, the reviewed studies were conducted in Italy: 1, Germany:1, New Zealand: 1, Norway:1, Sweden: 1, Australia:5, and USA:12.…”

Pengembangan Model Pembelajaran Science, Techology, Engineering, Arts, and Mathematics pada Anak Usia Dini

“…Mereka mendorong air untuk mendorong perahu. Bermain memang memberikan kesempatan kepada anak untuk terlibat dalam memahami sains dan dapat membuat praktiknya, namun diperlukan ruang, materi, dan waktu yang cukup untuk dapat melakukannya dengan maksimal (Miller & Saenz, 2021). Hal ini telah dipertimbangkan peneliti dengan membuat waktu permainan dilakukan minimal 4 (empat) hari untuk tiap permainan.…”