自由游戏很重要:在松散游戏中使用提问策略促进幼儿园儿童的科学学习

IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Han Qi Zeng, Siew Chin Ng
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引用次数: 0

摘要

早期的科学探究和体验可以提高幼儿对科学的认识和兴趣。国际指南强调了促进科学过程技能的重要性,这种技能可增强儿童提出和交流个人 想法的信心。由于 "松散部件游戏"(Loose Parts Play,LPP)是一种涉及开放式游戏材料的自由 游戏形式,其灵活的性质促进了儿童对材料的积极探索,鼓励了儿童与科学相关经验的互 动。这项教师行动研究旨在探索开放式问题对儿童科学过程技能的影响,以及儿童在游戏体验中能够独立探索的科学概念。分析参考了观察录像和录音、儿童观察记录和教师日志。教师-研究者共使用了 180 个开放式问题,观察了一组五岁儿童的 155 次科学过程技能。研究结果表明,不间断的游戏时间和开放式问题可以扩展儿童的科学过程技能,增加他们科学探索的复杂性。此外,据观察,在这些不间断的游戏时间里,儿童会自主探索科学概念,如转换材料和改变运动。总之,这项教师行动研究强调了教育者在幼儿的游戏性学习体验中所扮演的关键角 色,他们适时地使用开放式问题能够促进幼儿在低年级科学活动中的早期科学学习。这项研究有助于界定教育者在学生驱动或儿童主动的学习体验中的角色,并指导教育者如何利用松散的材料、提供不间断的游戏时间以及规划开放式问题来激发儿童的科学探索。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Free Play Matters: Promoting Kindergarten Children’s Science Learning Using Questioning Strategies during Loose Parts Play

Free Play Matters: Promoting Kindergarten Children’s Science Learning Using Questioning Strategies during Loose Parts Play

Early science inquiries and experiences increase young children’s awareness and interest for science. The importance of promoting science process skills which bolster children’s confidence to formulate and communicate personal ideas have been emphasised by international guidelines. As Loose Parts Play (LPP) is a form of free play involving open-ended play materials, its flexible nature promotes active exploration with materials that encourages children’s interaction with science-related experiences. This teacher action research aims to explore the influence of open-ended questions on children’s science process skills, as well as the scientific concepts that children are capable of exploring independently during play experiences. Analyses draw on video- and audio-recorded observation, child observation notes, and teacher journals. A total of 180 open-ended questions were employed by the teacher-researcher and 155 instances of science process skills were observed in a group of five-year-old children. Findings revealed that periods of uninterrupted play time followed by open-ended questions, extend children’s science process skills, and add complexity to their scientific exploration. Furthermore, children were observed to self-initiate exploration of scientific concepts, such as transforming materials and changing motion, during these uninterrupted play periods. Overall, this teacher action research highlights the pivotal role that educators play in young children’s playful learning experiences, where their timely use of open-ended questions has the capacity to facilitate children’s early science learning during LPP. This study serves to define an educator’s role within student-driven or child-initiated learning experiences, as well as guide educators in the utility of loose part materials, provision of uninterrupted play periods, and planning of open-ended questions to stimulate children’s science exploration.

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来源期刊
Early Childhood Education Journal
Early Childhood Education Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.30
自引率
14.80%
发文量
124
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
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