Yuchang Yuan, Wen Zeng, Heidi Kloos, Rhonda Brown, Victoria Carr
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As an increasingly recognized facet of early childhood development, the integration of play into early STEM education is garnering attention. This paper delves into the role of engineering play within early childhood education, emphasizing its application in natural playscape settings. The focus is on investigating the extent to which engineering play can spontaneously emerge in such natural settings. To explore this, we analyzed extensive video footage of preschool children engaging in play on these playscapes. Our findings reveal a spontaneous occurrence of engineering play, highlighting three illustrative cases. These cases provide valuable insights into how playscapes, complemented by strategic adult involvement, can nurture young children’s engineering skills and behaviors. The findings contribute to the growing evidence that young children are capable explorers, particularly in environments that offer a harmonious mix of structured and unstructured elements tailored to their developmental needs. This research has significant implications for early childhood education. It underscores the importance of incorporating engineering concepts into play-based learning and advocates for a nature-oriented pedagogical approach and curriculum. This approach not only promotes engineering thinking and practices among young learners but also advocates for a curriculum that nurtures these skills through playful, natural interactions.
期刊介绍:
Early Childhood Education Journal is a professional publication of original peer-reviewed articles that reflect exemplary practices in the field of contemporary early childhood education. Articles cover the social, physical, emotional, and intellectual development of children age birth through 8, analyzing issues, trends, and practices from an educational perspective. The journal publishes feature-length articles that skillfully blend 1) theory, research, and practice, 2) descriptions of outstanding early childhood programs worldwide, and 3) quantitative, qualitative, and mixed-methods research. Early Childhood Education Journal is of interest not only to classroom teachers, child care providers, college and university faculty, and administrators, but also to other professionals in psychology, health care, family relations, and social services dedicated to the care of young children.
Areas of Emphasis:
International studies;
Educational programs in diverse settings;
Early learning across multiple domains;
Projects demonstrating inter-professional collaboration;
Qualitative and quantitative research and case studies;
Best practices in early childhood teacher education;
Theory, research, and practice relating to professional development;
Family, school, and community relationships;
Investigations related to curriculum and instruction;
Articles that link theory and best practices;
Reviews of research with well-articulated connections to the field