Designing play-based learning chemistry activities in the preschool environment

The purpose of this study was to (1) design play-based learning activities with theoretical chemistry content and chemistry skills for the kindergarten environment, and (2) evaluate activities using quality markers for play-based learning.

Results from the study show that introducing scientific activities into the kindergarten environment by using subject terminology and concepts requires guidance from the kindergarten teacher to further the scientific content of the discussion, maintain focus, reduce variables and select important details. The authors argue that active kindergarten teachers’ support in learning is important for young children’s development of word and concept understanding, and for maintaining a good learning environment. The focus in this study was on observation as an emerging skill, something that the children seemed to relate to based on their focus.

The findings show that theoretical chemistry has a place in kindergarten because the theoretical basis for practical methods is easy to understand for three-year-olds. The results show that the children can understand concepts, but at the same time struggle to verbalise the words for the concept. According to the authors, the findings of the study provide a new perspective on the type of chemistry content that is appropriate in a kindergarten context.

According to the authors, the findings may suggest that when scaffolding is used as an observational perspective, it can be a useful tool for both the design of individual activities and as a basis for professional development.

The study is the first part of a larger, longitudinal study. The data collection for this study took place over a period of four weeks, twice a week. An average activity lasted 20-30 minutes. The study is based on video recordings and observation, and also collected data such as drawings, images and artwork produced by the children. The analysis was a continuous process that started at exactly the same time as the data collection.

The respondents in the study consisted of a group of four children aged three years old, two boys and two girls, at a kindergarten in south-eastern Sweden. In addition, regular kindergarten employees are also present during the activity. Seeing as the aim of the study was designed by the activities, flexibility was needed between the activities. Therefore, the researcher participates in the activity together with the children and takes on the role of kindergarten teacher.

Adbo, K. & Carulla, C. V. (2019). “Designing play-based learning chemistry activities in the preschool environment”. Chemistry Education Research and Practice, 20(3):542-553.