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Role of Play in Teaching Science in the Early Childhood Years

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Research in Early Childhood Science Education

Abstract

This chapter focuses on teaching science through play in the early years. The chapter starts with definitions of play from different theoretical perspectives and describes major modern play theories. Then, the role of play in children’s cognitive development is discussed. The studies on play and cognitive development are overviewed. Learning and play relations are defined for explaining the importance of learning through play as a pedagogical tool. Scientific knowledge types and children’s early understanding of science are discussed. Science teaching programs for young children developed by researchers are introduced. The chapter also includes certain studies examine science instruction for young children. These studies focus on the instructional effectiveness of play, self-exploration and pedagogical interventions. The chapter argues that play and inquiry-based science teaching activities can be integrated to support young children’s learning of science. Learning cycles are suggested for the integration of play with inquiry-based science learning. Recommendations for future research are provided.

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Authors and Affiliations

  1. School of Education, Hacettepe University, Ankara, Turkey

    Berrin Akman

  2. Necatibey School of Education, Balıkesir University, Balıkesir, Turkey

    Sinem Güçhan Özgül

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  1. Berrin Akman
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  2. Sinem Güçhan Özgül
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Correspondence to Berrin Akman .

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Editors and Affiliations

  1. North Carolina State University, Raleigh, North Carolina, USA

    Kathy Cabe Trundle

  2. Necatibey School of Education, Balikesir University, Balikesir, Turkey

    Mesut Saçkes

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Akman, B., Güçhan Özgül, S. (2015). Role of Play in Teaching Science in the Early Childhood Years. In: Cabe Trundle, K., Saçkes, M. (eds) Research in Early Childhood Science Education. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-9505-0_11

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