Charles Sturt University researchers have identified a three-stage framework showing how intentional educator planning can drive the development of scientific literacy in young children through play-based activities.
The study, published in Research in Science Education, outlines a continuum comprising planning, play-based action and production phases, and pedagogical reflection. The framework illustrates how educators can systematically support children’s understanding of science concepts in the early years.
Lead researcher Goutam Roy, a PhD candidate in the Charles Sturt School of Education, said children’s scientific literacy development helps them build science concept knowledge by relating and applying it through play.
“These concepts are related and, when applied during science play activities, they promote scientific literacy,” Roy said.
The research examined how children engaged with science concepts across three play experiences, applying their knowledge in practical activities. Roy and colleagues Dr Shukla Sikder and associate professor Will Letts explored how children develop scientific literacy through science play experiences supported by educators’ intentional planning.
“Across three play experiences, children engaged with a combination of science concepts and knowledge, applying them in their activities,” Roy said. “This process highlights the role of educators in sustaining and progressing scientific literacy through continuous, interconnected science play.”
The study addresses a key knowledge gap in early years education, the researchers said. While earlier research has examined different aspects of scientific literacy in young children, how this development occurs through play and educator intentionality has remained under-explored.
The researchers recommend continuing interrelated and interconnected science play activities to support higher-order learning development and scientific literacy in the early years.
“Our research contributes to early years education by offering a practical framework for educators and insights for academics and practitioners into how scientific literacy can be promoted and understood in early childhood,” Roy said.
The researchers noted the findings provide valuable guidance for early childhood educators. However, Roy emphasised the data were drawn from a single preschool, and further research across diverse early learning settings would strengthen understanding of the process.
The article, “Understanding the Process of Scientific Literacy Development among Children in the Early Years Through Play and Intentionality,” is available online via Springer Nature Link.