Research Article
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Science Learning in Playful Learning Environments: A Study from US Early Childhood Classrooms

Year 2023, Volume: 10 Issue: 2, 225 - 234, 31.08.2023
https://doi.org/10.30900/kafkasegt.1296810

Abstract

Science may be a particularly vital subject in early life, serving not just to provide the foundation for future scientific understanding, but to expanding understanding and recognition of the value of young children's thinking and learning. therefore, designing learning environment to support children’s playful science learning is getting important. For this purpose, the current study was conducted to instigate how playful learning environments support children’s science learning. The data of this study was collected from four different US early childhood learning environments. The analysis of the data showed that children’s playful discoveries promotes their scientific skills and science learning. In these learning environments, children are encouraged to play more and explore a variety of situations in these learning environments thanks to the materials chosen and the design of the learning centers that encourage interaction between children. The findings of the current study suggest that exemplary practices should be developed in order to move away from traditional learning environments and to support learning through play, and to raise awareness on this issue, starting with teacher candidates.

Supporting Institution

TUBITAK

Project Number

1059B192000293

Thanks

Thanks to Tubitak for funding my research for 12 months by 2219 Project.

References

  • Aikenhead, G.S. (2006). Science education for everyday life. New York: Teachers College Press. Berk, L. E. (2006). Child development (6th ed.) USA: Pearson Education Inc, Boston.
  • Bjørnestad, E. & Os, E. (2018). Quality in Norwegian childcare for toddlers using ITERS-R. European early childhood education. European Early Childhood Education Research Journal, 26(1). doi:10.1080/1350293X.2018.1412051
  • Bogost, I. (2016). Play anything: The pleasure of limits, the uses of boredom, and the secrets of games. Basic Books.
  • Braun, V. & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77-101. https://doi.org/10.1191/1478088706qp063oa
  • Broadhead, P., Howard, J., & Wood, E. (2010). Play and learning in the early years. Thousand Oaks, CA: Sage, London.
  • Buldu, E. (2022). Understanding the value of play: Recasting playful learning by early childhood teachers. Open Journal for Educational Research 6(1), 57-68. doi:10.32591/coas.ojer.0601.05057b
  • Bullard, J., 2010, Creating environments for learning. Birth to age eight, Pearson, Upper Saddle River, NJ.
  • Cadwell, L.B. (2011). Eğitimciler ve anne babalar için Reggio Emilia yöntemiyle harika çocuk yetiştirmek (Transl. A. Akman, H. Y. Topaç). Kaktüs Yayınları, Istanbul.
  • Chaille, C. & Britain, L. (2003). The young child as scientist: A constructivist approach to early science education (3rd ed.). New York: Harper Colins.
  • Creswell, J. W., & Plano Clark, V. L. (2011). Choosing a Mixed Methods Design. In Designing and Conducting Mixed Methods Research. Thousand Oaks: SAGE Publications, London.
  • East Lothian Council. (2019). Playful learning environments. Retrieved from https://sites.google.com/edubuzz.org/early-learning-and-childcare/a-z/playful-learning-environments
  • Fisher, K. D., Hirsh-Pasek, K., Golinkoff, R.M., Dingerand, D.G., Berk, L.E., Pellegrini, A.D. (2011). The Oxford handbook of the development of play. Oxford University Press, 341-360. Fraser, S. (2006). Authentic childhood: Experiencing Reggio Emilia in the setting. Thomson Canada Limited, Toronto.
  • Gandini, L. (2004). Foundations of the Reggio Approach. In J. Hendrick (Ed). Next steps towards teaching the Reggio way. (s.13-26). Merrill/Pearson.
  • Greenfield, D. B., Jirout, J., Dominguez, X., Greenberg, A., Maier, M., & Fuccilo, J. (2009). Science in the preschool classroom: A programmatic research agenda to improve science readiness. Early Education and Development, 20(2), 238–264. doi:10.1080/10409280802595441
  • Haworth, C.M.A. Davis, O.S.P., Hanscombe, K.B., Kovas, Y., Dale, P.S., Plomin, R. (2013). Understanding the science-learning environment: A genetically sensitive approach. Learning and Individual Differences, 23, 145-150. doi:10.1016/j.lindif.2012.07.018
  • Hirsh-Pasek, K., Zosh, J. M., Hadani, H. S., Golinkoff, R. M., Clark, K., Donohue, C., & Wartella, E. (2022). A whole new world: Education meets the metaverse - policy brief. 1. Retrieved from https://www.brookings.edu/wp-content/uploads/2022/02/A-whole-new-world_Education-meets-the-metaverse-FINAL-021422.pdf
  • Jorgensen, H. H., Schroder, V., & Skovbjerg, H. M. (2022). Playful learning, space and materiality: An integrative literature review. Scandinavian Journal of Educational Research, 67(3), 1-14. doi:10.1080/00313831.2021.2021443
  • Kangas, M. (2010). Creative and playful learning: Learning through game co-creation and games in a playful learning environment. Thinking Skills and Creativity, 5(1), 1-15. doi:10.1016/j.tsc.2009.11.001
  • Mardell, B., Ryan, J., Krechevsky, M., Baker, M., Schulz, T. S., and Liu-Constant, Y. (2023). A pedagogy of play: Supporting playful learning in classrooms and schools. Cambridge, MA: Project Zero.
  • Morgan, P. L., Farkas, G., Hillemeier, M. M., & Maczuga, S. (2016). Science achievement gaps begin very early, persist, and are largely explained by modifiable factors. Educational Researcher, 45(1), 18–35. doi:10.3102/0013189X16633182
  • NEAYC (2022). The power of playful learning in early childhood settings. Retrieved from https://www.naeyc.org/resources/pubs/yc/summer2022/power-playful-learning
  • Nicolopoulou, A., Cortina, K.S., Ilgaz, H., Cates, C.B., & Sá, A. B. (2015). Using a narrative- and play-based activity to promote low-income preschoolers’ oral language, emergent literacy, and social competence. Early Childhood Research Quarterly, 31(2), 147–62. doi:10.1016/j.ecresq.2015.01.006
  • Project Zero - Pedagogy of Play (PoP) (2022). Towards a pedagogy of play. Retrieved from http://www.pz.harvard.edu/sites/default/files/Towards%20a%20Pedagogy%20of%20Play.pdf
  • Piaget, J. (1964). Cognitive development in children: Development and learning. Journal of Research in Science Teaching, 2, 176-186. doi:10.1002/tea.3660020306
  • Raven, S. & Wenner, J. A. (2022). Science at the center: Meaningful science learning in a preschool classroom. Journal of Research in Science Teaching, 60(3), 484-513. doi:10.1002/tea.21807
  • Rinaldi, C. (2005). In dialogue with Reggio Emilia listening, researching and learning. London Routledge. Rutter, M., Pickles, A., Murray, R., Eaves, L. (2001). Testing hypotheses on specific environmental causal effects on behavior. Psychological Bulletin, 127 (3), 291-324. https://doi.org/10.1037/0033-2909.127.3.291
  • Smith P.K. & Pellegrini, A. (2008). Learning Through Play. In Encyclopedia on Early Childhood Development [online], eds. R.E. Tremblay, M. Boivin, & R.D. Peters, 1–6. Centre of Excellence for Early Childhood Development and Strategic Knowledge Cluster on Early Child Development.
  • Whitebread, D., Basilio, M., Kuvalja, M., & Verma, M. (2012). The Importance of Play. Belgium: Toy Industries of Europe.
  • Worth, K. (2010). Science in early childhood classrooms: Content and process. ECRP. Retrieved from http://ecrp.uiuc.edu/ beyond/seed/worth.html.
  • Yildirim, A. & Simsek, H. (2011). Sosyal bilimlerde nitel arastirma yöntemleri (8th ed.). Ankara, Seckin Yayinevi.
  • Zosh, J. M., Hirsh-Pasek, K., Golinkoff, R. M., & Dore, R. A. (2017). Where learning meets creativity: The promise of guided play. In R. Beghetto & B. Sriraman (Eds.). Creative Contradictions in Education. Creativity Theory and Action in Education. Springer, Cham.
  • Zosh, J.M., K. Hirsh-Pasek, E.J. Hopkins, H. Jensen, C. Liu, D. Neale, S.L. Solis, & D. Whitebread. 2018. “Accessing the Inaccessible: Redefining Play as a Spectrum.” Frontiers in Psychology 9, 1–12. doi:10.3389/fpsyg.2018.01124
Year 2023, Volume: 10 Issue: 2, 225 - 234, 31.08.2023
https://doi.org/10.30900/kafkasegt.1296810

Abstract

Project Number

1059B192000293

References

  • Aikenhead, G.S. (2006). Science education for everyday life. New York: Teachers College Press. Berk, L. E. (2006). Child development (6th ed.) USA: Pearson Education Inc, Boston.
  • Bjørnestad, E. & Os, E. (2018). Quality in Norwegian childcare for toddlers using ITERS-R. European early childhood education. European Early Childhood Education Research Journal, 26(1). doi:10.1080/1350293X.2018.1412051
  • Bogost, I. (2016). Play anything: The pleasure of limits, the uses of boredom, and the secrets of games. Basic Books.
  • Braun, V. & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77-101. https://doi.org/10.1191/1478088706qp063oa
  • Broadhead, P., Howard, J., & Wood, E. (2010). Play and learning in the early years. Thousand Oaks, CA: Sage, London.
  • Buldu, E. (2022). Understanding the value of play: Recasting playful learning by early childhood teachers. Open Journal for Educational Research 6(1), 57-68. doi:10.32591/coas.ojer.0601.05057b
  • Bullard, J., 2010, Creating environments for learning. Birth to age eight, Pearson, Upper Saddle River, NJ.
  • Cadwell, L.B. (2011). Eğitimciler ve anne babalar için Reggio Emilia yöntemiyle harika çocuk yetiştirmek (Transl. A. Akman, H. Y. Topaç). Kaktüs Yayınları, Istanbul.
  • Chaille, C. & Britain, L. (2003). The young child as scientist: A constructivist approach to early science education (3rd ed.). New York: Harper Colins.
  • Creswell, J. W., & Plano Clark, V. L. (2011). Choosing a Mixed Methods Design. In Designing and Conducting Mixed Methods Research. Thousand Oaks: SAGE Publications, London.
  • East Lothian Council. (2019). Playful learning environments. Retrieved from https://sites.google.com/edubuzz.org/early-learning-and-childcare/a-z/playful-learning-environments
  • Fisher, K. D., Hirsh-Pasek, K., Golinkoff, R.M., Dingerand, D.G., Berk, L.E., Pellegrini, A.D. (2011). The Oxford handbook of the development of play. Oxford University Press, 341-360. Fraser, S. (2006). Authentic childhood: Experiencing Reggio Emilia in the setting. Thomson Canada Limited, Toronto.
  • Gandini, L. (2004). Foundations of the Reggio Approach. In J. Hendrick (Ed). Next steps towards teaching the Reggio way. (s.13-26). Merrill/Pearson.
  • Greenfield, D. B., Jirout, J., Dominguez, X., Greenberg, A., Maier, M., & Fuccilo, J. (2009). Science in the preschool classroom: A programmatic research agenda to improve science readiness. Early Education and Development, 20(2), 238–264. doi:10.1080/10409280802595441
  • Haworth, C.M.A. Davis, O.S.P., Hanscombe, K.B., Kovas, Y., Dale, P.S., Plomin, R. (2013). Understanding the science-learning environment: A genetically sensitive approach. Learning and Individual Differences, 23, 145-150. doi:10.1016/j.lindif.2012.07.018
  • Hirsh-Pasek, K., Zosh, J. M., Hadani, H. S., Golinkoff, R. M., Clark, K., Donohue, C., & Wartella, E. (2022). A whole new world: Education meets the metaverse - policy brief. 1. Retrieved from https://www.brookings.edu/wp-content/uploads/2022/02/A-whole-new-world_Education-meets-the-metaverse-FINAL-021422.pdf
  • Jorgensen, H. H., Schroder, V., & Skovbjerg, H. M. (2022). Playful learning, space and materiality: An integrative literature review. Scandinavian Journal of Educational Research, 67(3), 1-14. doi:10.1080/00313831.2021.2021443
  • Kangas, M. (2010). Creative and playful learning: Learning through game co-creation and games in a playful learning environment. Thinking Skills and Creativity, 5(1), 1-15. doi:10.1016/j.tsc.2009.11.001
  • Mardell, B., Ryan, J., Krechevsky, M., Baker, M., Schulz, T. S., and Liu-Constant, Y. (2023). A pedagogy of play: Supporting playful learning in classrooms and schools. Cambridge, MA: Project Zero.
  • Morgan, P. L., Farkas, G., Hillemeier, M. M., & Maczuga, S. (2016). Science achievement gaps begin very early, persist, and are largely explained by modifiable factors. Educational Researcher, 45(1), 18–35. doi:10.3102/0013189X16633182
  • NEAYC (2022). The power of playful learning in early childhood settings. Retrieved from https://www.naeyc.org/resources/pubs/yc/summer2022/power-playful-learning
  • Nicolopoulou, A., Cortina, K.S., Ilgaz, H., Cates, C.B., & Sá, A. B. (2015). Using a narrative- and play-based activity to promote low-income preschoolers’ oral language, emergent literacy, and social competence. Early Childhood Research Quarterly, 31(2), 147–62. doi:10.1016/j.ecresq.2015.01.006
  • Project Zero - Pedagogy of Play (PoP) (2022). Towards a pedagogy of play. Retrieved from http://www.pz.harvard.edu/sites/default/files/Towards%20a%20Pedagogy%20of%20Play.pdf
  • Piaget, J. (1964). Cognitive development in children: Development and learning. Journal of Research in Science Teaching, 2, 176-186. doi:10.1002/tea.3660020306
  • Raven, S. & Wenner, J. A. (2022). Science at the center: Meaningful science learning in a preschool classroom. Journal of Research in Science Teaching, 60(3), 484-513. doi:10.1002/tea.21807
  • Rinaldi, C. (2005). In dialogue with Reggio Emilia listening, researching and learning. London Routledge. Rutter, M., Pickles, A., Murray, R., Eaves, L. (2001). Testing hypotheses on specific environmental causal effects on behavior. Psychological Bulletin, 127 (3), 291-324. https://doi.org/10.1037/0033-2909.127.3.291
  • Smith P.K. & Pellegrini, A. (2008). Learning Through Play. In Encyclopedia on Early Childhood Development [online], eds. R.E. Tremblay, M. Boivin, & R.D. Peters, 1–6. Centre of Excellence for Early Childhood Development and Strategic Knowledge Cluster on Early Child Development.
  • Whitebread, D., Basilio, M., Kuvalja, M., & Verma, M. (2012). The Importance of Play. Belgium: Toy Industries of Europe.
  • Worth, K. (2010). Science in early childhood classrooms: Content and process. ECRP. Retrieved from http://ecrp.uiuc.edu/ beyond/seed/worth.html.
  • Yildirim, A. & Simsek, H. (2011). Sosyal bilimlerde nitel arastirma yöntemleri (8th ed.). Ankara, Seckin Yayinevi.
  • Zosh, J. M., Hirsh-Pasek, K., Golinkoff, R. M., & Dore, R. A. (2017). Where learning meets creativity: The promise of guided play. In R. Beghetto & B. Sriraman (Eds.). Creative Contradictions in Education. Creativity Theory and Action in Education. Springer, Cham.
  • Zosh, J.M., K. Hirsh-Pasek, E.J. Hopkins, H. Jensen, C. Liu, D. Neale, S.L. Solis, & D. Whitebread. 2018. “Accessing the Inaccessible: Redefining Play as a Spectrum.” Frontiers in Psychology 9, 1–12. doi:10.3389/fpsyg.2018.01124
There are 32 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Articles
Authors

Metehan Buldu 0000-0001-5820-7299

Project Number 1059B192000293
Early Pub Date August 21, 2023
Publication Date August 31, 2023
Submission Date May 13, 2023
Published in Issue Year 2023 Volume: 10 Issue: 2

Cite

APA Buldu, M. (2023). Science Learning in Playful Learning Environments: A Study from US Early Childhood Classrooms. E-Kafkas Journal of Educational Research, 10(2), 225-234. https://doi.org/10.30900/kafkasegt.1296810

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