Dramatic play as a means to explore and support preschool children’s thinking about thermal insulation

Abstract

Research in young children’s ideas, representations, and pre-conceptions about the natural and technical world has a long history. Most of the studies in the field have used individual, semi-structured interviews as a methodological technique to generate and collect empirical data. However, less is known about how tracing procedures can come in line and be incorporated into everyday educational reality in early childhood settings in a way that reflects young children’s interests and needs. The present study uses dramatic play to trace young children’s thinking in science and advance their science learning experiences. The study focuses on a science concept young children are familiar with in everyday life though has not been thoroughly studied in the literature yet: thermal insulation. Empirical data from 6 preschoolers in Greece are presented. Qualitative data were collected through recordings of children’s dialogues, children’s drawings, field notes from the early childhood teachers, and photographs. The findings revealed that during their dramatic play children a) developed basic argumentation to express their thinking about the phenomenon; b) related the phenomenon with the thermal condition and changes in temperature; c) identified materials and objects with insulating properties and distinguish them from others with non-insulating properties, and d) came to the conclusion that the use of amplified insulation materials can lead to better insulation results. The outcomes of the study add to the research methodology in early childhood science education and inform practice providing a pedagogical framework that balances between play-based pedagogies and advanced learning outcomes in science for young learners.

Application of Multimedia Human-Computer Interaction Technology in Preschool Children Drama Education

“…Fragkiadaki et al [20] adopted dramatic games to track children's thinking in science and promote children's science learning experiences. Their research focuses on scientific concepts that young children are familiar with in their daily lives.…”

An investigation on mental representations on coagulation and melting phenomena of preschool pupils with learning disabilities and typical development

“…In addition, the drama activities stated by Akerblom et al [32] that were employed to teach the state of water and its molecular nature to pupils aged 6 years old. Finally, the dramatic activities about thermal insulation pointed out by Fragkiadaki et al [33] and Jelinek [34] that clearly highlighted the contribution of the social, cultural, and material environment in the development of the scientific thinking of children.…”

Éducation Et Formation Avec Et Sans L’école : Réflexions Sur l'EXEMPLE De La Sciences Physiques / Education and Training With and Without School: Reflections on the Example of the Physical Sciences / Education and Training With and Without School: Reflections on the Example of the Physical Sciences

“…(Albert, 1978;Bayram et al, 2007;Kaliampos & Ravanis, 2019;Laval, 1985;Leite, 1999;Nertivich, 2018;Pathare & Pradhan, 2010;Priyadi et al, 2019;Ravanis, 2014;Rodriguez & Castro, 2014;Tin, 2018Tin, , 2019Tin, , 2022Zimmermann-Asta, 1990). Parmi ces enquêtes, très peu sont orientées vers des problèmes liés à la vie quotidienne (Fragkiadaki et al, 2021;Katsidima et al, 2023;Ravanis, 2013), et c'est précisément le problème identifié dans le débat qui l'a précédé. Cette forme d'éducation a une orientation au sein du système éducatif : acquisition de connaissances, amélioration des performances, passage d'un niveau d'enseignement à un autre.…”