Early Years: Promoting science learning through imaginary play, or developing children's play through science learning (Fleer)
Issue 15 | Page 23 | Published May 2022
Description
This article brings to light ways of teaching science in the early years by bridging the gap between learning science through play and in the classroom. It explores the notion of promoting science learning using imaginary play and engaging with science concepts. This involves selecting a dramatic story, designing an imaginary play space, planning the conceptual play world, identifying a problem that needs a science concept and outlining the role of the teacher.
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