Play-Based Physics Learning in Kindergarten

Abstract

This article highlights the importance of play as a learning approach in early physics education. It demonstrates the concept of an innovative didactic method that combines children’s free play with physics learning in kindergarten. This play-based learning approach enables children to experience and recognize physical laws in a self-directed, action-oriented, and playful manner. The article provides concrete insights into how kindergarten teachers can stimulate physics-related learning moments, starting from free-play situations. Moreover, it points out the teacher’s crucial role in creating suitable play environments, providing feedback in play, and facilitating sustained shared thinking after play. The article is based on the didactic development project “je-desto”, which aims to promote play-based science learning in kindergarten by familiarizing kindergarten teachers with this promising didactic approach. Accordingly, this article provides kindergarten teachers and experts in subject didactics an answer to what play-based physics learning can look in practice.

Vocational Interests and Teaching Preferences: Who Prefers Which Teaching Topic in the Nature–Human–Society Subject?

“…Thus, teacher training could also try to give trainee teachers access to rather unpopular topics by showing them how to teach them. It is well established that children in kindergarten and primary school are very interested in topics of inanimate nature, and they want to explore and investigate the environment and also want to learn more about thing-related topics [ 60 , 61 ]. Certainly, trainee teachers with high social interest want to support children in this learning and exploring.…”

The psychological impact of the COVID-19 pandemic and the required support to overcome the impact on learners’ psyches

“…Therefore, as teachers, we need to create a play-based environment, which will contribute to environments that foster growth and development by providing the child with learning areas that provide opportunities to explore, emotionally interact and experience feelings, and attempt cognitive tasks (Glauser-Abou Ismail et al 2022). All of these require the use of motor skills, which are central to the child later in life.…”

“…All of these require the use of motor skills, which are central to the child later in life. Furthermore, the teacher should also observe the child's play and engage with the interests and thoughts that emerge from the child in order to discover and understand how the child can be stimulated and then provide appropriate scaffolds (Glauser-Abou Ismail et al 2022).…”

“…According to Glauser-Abou Ismail et al (2022), there is no question about the great learning potential that play-based teaching and learning hold for children, and that free-play settings offer language-conscious learning, which promotes educational language and a growth mindset. Furthermore, free-play activities do not highlight or favour any gender stereotypes; instead, free-play makes it easier for girls and boys to have emotionally positive and cognisant encounters with the opposite gender (Glauser-Abou Ismail et al 2022).…”