The Science of Play, the Play of Science
A scoping review of play-based pedagogies for learning sciences in early childhood education and care
DOI:
https://doi.org/10.7577/njcie.6560Nyckelord:
Play, Early Childhood Education and Care (ECEC), kindergarten, science education, teachers' guidanceAbstract
Approaches to play and learning in early childhood education and care (ECEC) range from child-centered to academically focused pedagogies. These different perspectives shape how ECEC teachers support children’s learning in play-based contexts, reflecting a continuum in how child-initiated learning during play is encouraged. At one end is free play, initiated and directed by children, while the opposite end represents teacher-guided activities, often designed with specific learning objectives in mind.
In this scoping review, we explore existing research on play-based pedagogies in science education within ECEC. It includes 48 peer-reviewed qualitative and quantitative studies published in English between 2010 and 2024, focusing on children aged 0-6 years in ECEC institutions. The analysis combines descriptive and content methods.
We found that most studies focused on play activities planned and/or structured by teachers that were closely linked to specific learning objectives. In contrast, only a few studies (10) explored children’s free play and how children learn science in such settings. Notably, toddlers were largely absent from the research, with very few studies including this age group. These findings provide insight into how play and learning science are framed in research, revealing limited attention to how ECEC teachers support children’s learning during free play. Finally, we highlight both the importance of play in early science education and the critical role of ECEC teachers in fostering children’s engagement with science through play.
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