Abstract
In recent years, limited research attention has been directed to what happens in science education before the age of 3 years. We present the findings of a study that followed 13 infant-toddlers aged 0.1–2.2 years (mean 1.8 years) and their educators from a childcare centre. Under the conditions of an educational experiment, the results of our study identified how scientific experiences build empirical knowledge in the context of an imaginary play problem, where infant-toddlers are resourced with content about the phenomenon and, in the drama of the play, build a relationship with a science concept. Early forms of scientific investigation processes were identified, problematising the current low expectations of what might be possible in science education for this age group. Our findings add to understandings about the earliest forms of learning in science in group care settings and introduce a model of practice called a Scientific Conceptual PlayWorld for infant-toddlers.
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Acknowledgements
Funded by the Australian Research Council FL180100161 Scheme. Special thanks to the educators and Dr Kulsum Chishti Yonzon who engaged in an educational experiment, with support from PlayLab team.
Funding
Australian Research Council Laureate Fellowship Scheme (Grant Number 180100161) funding contributed to the development of open-access curriculum materials and research: Fleer, M. (2022). Conceptual PlayWorlds: Monash University Working Papers: https://www.monash.edu/education/research/projects/conceptual-playlab/publications.
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Appendices
Appendix 1
Table 2
Appendix 2. A Conceptual PlayWorld Planning Proforma for Preschool Children (Copyright PlayLab)
Planning a Conceptual PlayWorld in STEM (Fleer, 2022) Monash PlayLab
Table 3
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Fleer, M. Conceptual PlayWorld for Infant-Toddlers: The Unique Nature of Becoming a Science Learner in the Early Years of Life. Res Sci Educ 54, 315–338 (2024). https://doi.org/10.1007/s11165-023-10145-2
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DOI: https://doi.org/10.1007/s11165-023-10145-2