Preschool teachers’ discussions of attempted play-responsive science teaching

Abstract

ABSTRACT In this study, the theoretical framework of Play-Responsive Early Childhood Education and Care (PRECEC) and science in preschool is introduced in a Continuous Professional Development (CPD) project for preschool teachers. The aim of this article is to highlight opportunities and challenges for play-responsive science teaching based on a thematic analysis of eleven preschool teachers’ discussions in various focus groups. In the analysis, three main themes have been developed, i.e. discussion about (1) the selection of the science content, (2) preschool teachers’ ways of initiating play-responsive science teaching, and (3) children's actions in attempted play-responsive science teaching. The result showed that the content the preschool teachers intended to focus on in play and how the preschool teachers opened up for the activity to shift between as if and as is created both opportunities and challenges for play-responsive science teaching, and furthermore, what opportunities the children had of influencing the play. By using PRECEC as a theoretical starting point in discussions, opportunities emerged for preschool teachers to develop awareness of what happens in play, especially when they laboured to introduce science content. Furthermore, a shared professional language emerged by starting to use concepts from PRECEC.