Supporting the Scientific Thinking and Inquiry of Toddlers and Preschoolers through Play

Document Type

Article

Publication Date

5-2012

Journal Title

Young Children

Volume

67

Issue

3

First Page

82

Last Page

88

Abstract

Some educators have reservations about teaching science in early childhood settings. They might lack confidence in their own scientific knowledge or wonder how to include more science content in their teaching. As a science methods instructor, Maria frequently hears from her students, “I’m not really very good at science. I had to take a few science courses along the way, but I don’t really know how to include more science in children’s everyday learning.”

An early childhood teacher educator, Debora has spent many years examining the educational potential of children’s play with preservice and inservice teachers. She has found that many teachers recognize the importance of play in learning but struggle with how play activities connect with content knowledge and how they should support children’s learning though play. Through our conversations, the two of us have found points of agreement and opportunities to grow from each other’s perspective.

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