Facilitated Play in Nature Playgroups: An Opportunity for Early Childhood Science Education
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| Publicado en: | Education Sciences vol. 15, no. 12 (2025), p. 1634-1654 |
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| Autor principal: | |
| Otros Autores: | , |
| Publicado: |
MDPI AG
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| Materias: | |
| Acceso en línea: | Citation/Abstract Full Text + Graphics Full Text - PDF |
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| Resumen: | Advocates for playful nature-based learning espouse the benefits of children’s self-directed play; however, past research has questioned whether this form of activity is beneficial to children of all ages, particularly the very young. In Australia, there are rapidly growing numbers of nature playgroups and bush kindergartens in which young children’s self-directed play-based learning is promoted. Bush kinders, as they are known in Australia, are a local adaptation of the European forest kindergarten approach, where three- and four-year-old children spend one day a week in outdoor contexts away from the kindergarten premises to learn and play. One further example of Australian nature-based approaches to Early Childhood Education and Care (ECEC) is the nature playgroup where forests, parklands, and beaches are used by parents to regularly meet so their children can socialise and play. Science learning is often prevalent in these nature playgroups where children observe the sky, ground, plants, and animals across changing seasons. The children can mix earth and water and move their bodies as they run, dance, and roll on the grass. Despite the popularity of nature-based ECEC approaches globally, Australian nature playgroups led by facilitators other than parents, aimed towards young children aged from birth to four, have only gained popularity in the past decade. This paper draws upon fieldwork informed by ethnographic methods and undertaken in 2024 at one nature playgroup. The observations of facilitators, parents, and children and the interactions between the researchers and the playgroup participants are described using vignettes to understand the experience of science learning during facilitated nature playgroup sessions. Through analysing research in ECEC nature-based science teaching and learning, we propose that facilitated playgroups are valuable for young children to interact with nature as an avenue to build science knowledge. |
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| ISSN: | 2227-7102 2076-3344 |
| DOI: | 10.3390/educsci15121634 |
| Fuente: | Education Database |