Playful science investigations in early childhood: A longitudinal case study

When an early childhood teacher was mentored and supported to create science exploration opportunities, it had positive learning outcomes for the teacher and for the children’s science learning. This longitudinal case study was conducted over a period of ten years. Data were gathered through teacher interviews, learning stories written by the teacher, her reflections, collaborative planning notes as well as the mentor’s notes and diary entries. Two interviews were conducted each year and over 200 learning stories were first selected that had some science teaching and learning, of these a representative sample of 52 were analysed in depth. Using theories of Communitas, Socio-cultural theory and Social Constructivism the data were analysed both deductively and inductively, triangulated and checked for accuracy. Mentoring was practiced through semi-structured interviews, phone conversations in a timely manner which were documented, and the mentor being available when there was a curriculum change. The study was a learning journey for both the teacher and the mentor. The mentor evolved from being the fountain of wisdom to a listener and sounding board who enabled the teacher to put forward her ideas and think them through. Mentor meetings became conversations where the joy of children’s learning was shared and plans for next steps explored. Findings suggest that when the teacher was encouraged and supported to try out science related explorations, she gained confidence and both the teacher, and the three- to five-year-old children increased their content and joy of learning. Multiple approaches to science investigation were tried and provided rich opportunities for literacy and numeracy development. Learning stories were used as assessment tools and over time became learning conversations; the former being teacher-centred reporting, to the latter becoming more child-centred and giving the children a voice. We found that learning conversations produced rich assessment information and the teacher became increasingly competent in using this information for future planning. Children were encouraged to talk, think, and say why they thought as they did, thus allowing for metacognitive thinking. Mentoring that worked in this case was to progressively and with support handover the teaching and learning responsibility to the teacher. Gradually, the mentor changed her approach from telling and showing to listening and offering well-earned praise. Other findings were that timely and sustained mentorship was more useful than brief one-day professional development sessions. The teacher learnt and practised inquiry into her practice and found this rewarding. Children, played, explored, investigated, and learnt science enabling them to make sense of their physical and natural world from a science perspective. We also found a need for timely and sustained professional development if the is intention is that an aspirational curriculum is to lead to aspirational teaching, and rich learning.