DESIGNING PLAY-BASED SCIENCE ACTIVITIES FOR PRESCHOOL CHILDREN
DESIGNING PLAY-BASED SCIENTIFIC DISCOVERY ACTIVITIES FOR PRESCHOOLERS
DOI:
https://doi.org/10.51453/2354-1431/2023/880Keywords:
Thiết kế, khám phá khoa học, học tập dựa vào chơi, khám phá khoa học dựa vào chơi, trẻ mẫu giáoAbstract
This study proposes principles and processes for developing play-based science activities for preschoolers, using document analysis, surveys with teachers, and educational activity design as research methods. The literature emphasizes the importance of play-based science activities in fostering children’s comprehension of scientific concepts and cultivating critical thinking and problem-solving skills. Teachers play a pivotal role in guiding children, providing opportunities for exploration and discovery, and fostering a passion for learning. The survey results indicate that educators rated their competence in devising and organizing play-based science activities as inadequate, and they also need more reference materials on this subject. This article presents the principles and processes for constructing play-based science activities, along with specific examples, as reference materials for preschool teachers to improve the quality of science education for preschool children.
Downloads
References
[1] American Academy of Pediatrics. (2016). The importance of play in promoting healthy child development and maintaining strong parent-child bonds. Pediatrics, 138(1), e20162591
[2] Berk, L. E. (2020). Development through the lifespan. Pearson Education, Inc;
[3] Bodrova, E., & Leong, D. J. (2006). Tools of the mind: The Vygotskian approach to early childhood education. Pearson Education.
[4] Bodrova, E., & Leong, D. J. (2016). Play as a context for the development of early scientific thinking. In S. L. Uccelli & H. F. Long (Eds.), Handbook of Research on Play in Children’s Development and Learning (pp. 314-336). Routledge.
[5] Bodrova, E., & Leong, D. J. (2019). Vygotskian approach to early childhood education (3rd ed.). Routledge.
|67
Hoang Thi Phuong Tham/Vol 9. No 5_October 2023| p.60-68
[6] Clements, D. H., & Sarama, J. (2011). Early childhood mathematics education: An analysis of the state of the research. Journal for Research in Mathematics Education, 42(4), 469-505.
[7] Dewey, J. (1916). Democracy and Education. New York: Macmillan.
[8] Girod, M., & Tamir, P. (2012). Play and development: Evolutionary, cultural, and functional perspectives. Oxford University Press.
[9] Girod, M., & Tamir, P. (2012). Play-based science learning in early childhood education: A review of the literature. Journal of Research in Childhood Education, 26(2), 199-214.
[10] Isenberg, J. P., & Jalongo, M. R. (2009). Play in early childhood education: From birth to six years. Pearson.
[11] Kahl, J., Beyer, S., & Casagrande, J. (2019). Science education in the early childhood years: An examination of teaching and learning. Journal of Science Education and Technology, 28(3), 427-439.
[12] Kirschner, S., Stegmann, K., & van Merriënboer, J. J. G. (2017). Taking the opportunity to learn science through play. International Journal of Science Education, 39(10), 1265-1286.
[13] Kirshner, B., & Baek, Y. (2017). The use of play-based approaches in science education for young children. Journal of Science Education and Technology, 26(5), 712-719.
[14] Klahr, D., & Gillies, R. M. (2018). The science of science learning: An introduction. Cambridge University Press.
[15] Liang, Y., Chen, X., & Zhang, Y. (2020). Play- based science learning in early childhood: A review of the literature. Journal of Education and Practice, 11(35), 111-119.
[16] Lonigan, C. J., Phillips, B. M., & Hooe, E. S. (2014). The development of early reading skills and the foundations of scientific knowledge. Journal of Educational Psychology, 106(4), 1134.
[17] National Research Council. (2009). Science Framework for California Public Schools: Kindergarten Through Grade Twelve. National Academies Press.
[18] National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. National Academies Press.
[19] National Science Teachers Association. (2018). NSTA Position Statement: The Importance of Play in Early Childhood Science Education.
[20] Nguyen Thi Kim Anh, Nguyen Ngoc Chau, & Nguyen Thi Thanh (2022). Game design for preschool children between 5-6 years old in Ho Chi Minh City based on the STEAM approach. Ho Chi Minh City University of Education Journal of Science, 19(6), 973-989.
[21] Nhung L B. Thiết kế và tổ chức các hoạt động trò chơi khoa học cho trẻ mẫu giáo 5-6 tuổi theo cách tiếp cận STEAM. Sci. Tech. Dev. J. - Soc. Sci. Hum.; 6(2):1527-1539.
[22] Pellegrini, A. D., & Bartsch, K. (2015). The role of play in children’s development: An evolutionary perspective. In The Oxford Handbook of Evolutionary Family Psychology (pp. 381-398). Oxford University Press.
[23] Pellegrini, A. D., & Bohn, C. (2005). The role of play in children’s development and learning. Handbook of child psychology, 6th ed, vol. 2: Cognition, perception, and language, 6, 761-796.
[24] Peplow, L. (2018). Play-based learning in early childhood education: Reframing the discourse. International Journal of Early Childhood, 50(1), 59-72.
[25] Raikes, H., & Thompson, R. (2020). The benefits of play-based science activities for young children. Young Children, 75(4), 44-49.
[26] Roskos, K. A., & Neuman, S. B. (2013). Play and learning in early childhood settings: From theory to practice. Pearson.
[27] Rudd, R. D., & Pryor, J. (2019). The science of learning and development in early childhood. The Future of Children, 29(1), 175-197.
[28] Sarama, J., & Clements, D. H. (2009). Early childhood mathematics education research: Learning trajectories for young children. Routledge.
[29] Smith, P. K., & Weisz, E. (2017). Play and Development: The Scientific Study of Children at Play. Cambridge University Press.
[30] Sutterby, J., & Lui, J. (2018). The role of play in young children’s science learning: A review of the literature. Journal of Research in Science Teaching, 55(2), 195-219.
[31] Tran Thi Linh (2022). Designing games for preschoolchildrentowardstheSTEAMapproach.Journal of Teaching and Learning, Issue 1, Volume 5, 2021.
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
All articles published in SJTTU are licensed under a Creative Commons Attribution-ShareAlike 4.0 International (CC BY-SA) license. This means anyone is free to copy, transform, or redistribute articles for any lawful purpose in any medium, provided they give appropriate attribution to the original author(s) and SJTTU, link to the license, indicate if changes were made, and redistribute any derivative work under the same license.
Copyright on articles is retained by the respective author(s), without restrictions. A non-exclusive license is granted to SJTTU to publish the article and identify itself as its original publisher, along with the commercial right to include the article in a hardcopy issue for sale to libraries and individuals.
Although the conditions of the CC BY-SA license don't apply to authors (as the copyright holder of your article, you have no restrictions on your rights), by submitting to SJTTU, authors recognize the rights of readers, and must grant any third party the right to use their article to the extent provided by the license.
