Sustaining children’s scientific literacy in the early years: A four-phase framework for educators
Background: Children can benefit from the long-term effects of scientific literacy by improving several higher mental skills, such as problem-solving, critical thinking, and informed decision-making, underscoring the importance of sustaining this development. Several studies have investigated factors associated with scientific literacy development or explored the process of scientific literacy development through play and intentionality in the early years; however, the process of sustaining scientific literacy remains a knowledge gap.
Aim: This study examines how children learn scientific knowledge from their science play experiences and apply their learning to similar but new and advanced situations. It also illustrates the possibility of securing the learning for future application by showing evidence of moving from developing to sustaining scientific literacy. The central question is: How do educators support children in their early years from developing to sustaining scientific literacy through play and intentionality?
Method/approach: Using the cultural-historical lens, this study employed a qualitative research design, in which digital video observations of three colour-play activities and short informal interviews with educators were analysed to explore the research question. Three levels of analysis – common-sense interpretation, situated practice interpretation, and thematic level interpretation – were used to analyse both video data and interview responses. Ethics approval was obtained from the CSU Human Research Ethics Committee (protocol number: H23798).
Results/findings: The findings outlined a four-phase process to sustain children’s scientific literacy. Educators need to determine a specific science concept for children to develop through a series of play-based activities. Children then become familiar with a specific concept and can apply their primary understanding. The third phase, ‘continuration’, depends on the complexity of the science concept selected for enhancing children’s scientific literacy. Finally, educators support children in developing their higher learning skills, indicating progress towards sustaining scientific literacy.
Conclusion: The development of children’s scientific literacy in the early years is a complex process that requires several interrelated and interconnected series of science play experiences based on a specific concept. Through this four-phased process, educators can enhance and foster children’s higher-order learning skills, including observation, identification, prediction, questioning, problem-solving, critical thinking, and decision-making, to sustain their scientific literacy; however, educators’ intentionality is also pertinent.
Implications for children and families: Children: You will understand how a series of science play experiences can sustain your scientific literacy development. Families: You will be aware of how educators can sustain your children’s scientific literacy through a series of science play experiences.
Implications for practitioners: You will understand how educators can sustain children’s scientific literacy through a series of continuous, interconnected science play experiences and intentional practices.
Funding: Australian Government Research Training Program International Scholarship.
Keywords: sustaining scientific literacy, science play experiences, intentionality, early years, children
This presentation relates to the following United Nations Sustainable Development Goals: