SCIENCE, YOUNG CHILDREN, AND PLAY: A REFLECTIVE ANALYSIS
Abstract
Preschool teachers should recognize play as a central pathway through which young children understand and interpret the world challenges conventional curriculum design. Instead of asking how to “use play to teach science,” educators are encouraged to ask how children’s ways of being, knowing, and relating can be honored within scientific inquiry. Such an approach foregrounds children’s agency, respects their subjectivity, and positions early childhood science education as a space of democratic, relational learning.
Fields of Study & Subjects
Science Education and Pedagogy
Early Childhood Education and Development
Education Methods and Practices
Publication details
- Journal / source
- International Journal of Research in Education Humanities and Commerce
- Volume
- 07
- Issue
- 01
- Pages
- 210–214
- Publication date
- 1 January 2026
- Language
- EN