Sustaining Scientific Literacy Among Children Through Play In The Early Years: A Cultural-Historical View

Children gradually develop their scientific literacy through play-based experiences in their early years. Several studies have emphasised the importance of developing children’s scientific literacy in the early years, highlighting the long-term benefits; however, sustaining scientific literacy to achieve greater benefits in subsequent stages remains an area that has yet to be adequately addressed in the research literature. This study explores how educators can support children in moving from developing to sustaining scientific literacy through play-based experiences in the early years. Using digital visual observation as part of a qualitative research design to understand the process and relationships, video data were collected and analysed from three similar play activities at a regional early childhood centre in Australia, followed by short, informal interviews with educators. The findings revealed that, with the educators’ supportive roles as play partners, these three everyday play-based experiences enabled children to apply and establish their everyday learning in practical situations, utilising their conscious understanding, critical and scientific thinking, and decision-making processes, supporting the sustained development of their scientific literacy. We outlined a four-stage continuous process toward sustaining scientific literacy, utilising a combination of planned teaching and continuous practices.