Exploring relationships between playspaces, pedagogy, and preschoolers’ play-based science and engineering practices
This manuscript reports the results of a research study exploring the ways in which physical space and teacher pedagogy are related to preschoolers’ engagement with science and engineering practices while at play. Using the Science and Engineering Practices Observation Protocol (SciEPOP), researcher...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Journal of Childhood, Education and Society
2021-12-01
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| Series: | Journal of Childhood, Education & Society |
| Subjects: | |
| Online Access: | https://j-ces.com/index.php/jces/article/view/121 |
| _version_ | 1797917443918659584 |
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| author | Alison Riley Miller Lauren P. Saenz |
| author_facet | Alison Riley Miller Lauren P. Saenz |
| author_sort | Alison Riley Miller |
| collection | DOAJ |
| description | This manuscript reports the results of a research study exploring the ways in which physical space and teacher pedagogy are related to preschoolers’ engagement with science and engineering practices while at play. Using the Science and Engineering Practices Observation Protocol (SciEPOP), researchers captured children’s engagement with the eight science and engineering practices identified in the Next Generation Science Standards (NGSS). This study explores relationships between specific playspaces, materials, and pedagogical strategies, and children’s patterns of engagement with particular science and engineering practices during free play. There are notable differences in the spaces, materials, and pedagogies children encounter across the four participating preschools, and these differences suggest significant gaps in children’s opportunities to engage in and deepen their enactment of science and engineering practices. The authors present evidence in support of adaptive, personalized strategies for deepening children’s engagement with science through play, and raise questions about equity in early science learning environments that have implications both nationally and internationally for science education research, practice, and policy. |
| first_indexed | 2024-04-10T13:13:31Z |
| format | Article |
| id | doaj.art-3056efc88c574fb8b91a72a177adbb46 |
| institution | Directory Open Access Journal |
| issn | 2717-638X |
| language | English |
| last_indexed | 2024-04-10T13:13:31Z |
| publishDate | 2021-12-01 |
| publisher | Journal of Childhood, Education and Society |
| record_format | Article |
| series | Journal of Childhood, Education & Society |
| spelling | doaj.art-3056efc88c574fb8b91a72a177adbb462023-02-15T16:12:28ZengJournal of Childhood, Education and SocietyJournal of Childhood, Education & Society2717-638X2021-12-012331433710.37291/2717638X.20212312176Exploring relationships between playspaces, pedagogy, and preschoolers’ play-based science and engineering practicesAlison Riley Miller0https://orcid.org/0000-0002-7990-674XLauren P. Saenz1https://orcid.org/0000-0001-5376-8150Bowdoin CollegeBowdoin CollegeThis manuscript reports the results of a research study exploring the ways in which physical space and teacher pedagogy are related to preschoolers’ engagement with science and engineering practices while at play. Using the Science and Engineering Practices Observation Protocol (SciEPOP), researchers captured children’s engagement with the eight science and engineering practices identified in the Next Generation Science Standards (NGSS). This study explores relationships between specific playspaces, materials, and pedagogical strategies, and children’s patterns of engagement with particular science and engineering practices during free play. There are notable differences in the spaces, materials, and pedagogies children encounter across the four participating preschools, and these differences suggest significant gaps in children’s opportunities to engage in and deepen their enactment of science and engineering practices. The authors present evidence in support of adaptive, personalized strategies for deepening children’s engagement with science through play, and raise questions about equity in early science learning environments that have implications both nationally and internationally for science education research, practice, and policy.https://j-ces.com/index.php/jces/article/view/121science educationearly childhood educationequitypedagogyplay-based learning |
| spellingShingle | Alison Riley Miller Lauren P. Saenz Exploring relationships between playspaces, pedagogy, and preschoolers’ play-based science and engineering practices Journal of Childhood, Education & Society science education early childhood education equity pedagogy play-based learning |
| title | Exploring relationships between playspaces, pedagogy, and preschoolers’ play-based science and engineering practices |
| title_full | Exploring relationships between playspaces, pedagogy, and preschoolers’ play-based science and engineering practices |
| title_fullStr | Exploring relationships between playspaces, pedagogy, and preschoolers’ play-based science and engineering practices |
| title_full_unstemmed | Exploring relationships between playspaces, pedagogy, and preschoolers’ play-based science and engineering practices |
| title_short | Exploring relationships between playspaces, pedagogy, and preschoolers’ play-based science and engineering practices |
| title_sort | exploring relationships between playspaces pedagogy and preschoolers play based science and engineering practices |
| topic | science education early childhood education equity pedagogy play-based learning |
| url | https://j-ces.com/index.php/jces/article/view/121 |
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