Investigating young children’s engineering construction and design in free outdoor play activities in Oman

ABSTRACT

This study investigates children's engineering construction and design and math knowledge in play activities in a preschool setting in a hot country, Oman. It contributes to studies examining the relationships between play and STEM learning by showing that children experience engineering and mathematical concepts in play activities. The study draws on Vygotsky's (1967) notion of play as an imaginary situation to analyze children's strategies in play activities. It is situated within approaches that point to the link between imagination and cognitive development using ethnography as a research methodology and taking an interpretive paradigm to data analysis. The data included observation notes and video recordings of children's interactions in play activities. The findings indicate that free playtime enables children to express their ideas about constructions (building), measures, and functions of materials. It also highlights how teachers' conceptualization of play is shaped by contextual factors (hot weather). It suggests that teachers can develop children's conceptual development in math by taking an intentional teaching approach to playful activities.

KEYWORDS:

• Outdoor play activities
• engineering and maths knowledge
• contextual factors
• intentional teaching approaches
• Oman

Limitation

Our study had some limitations. One of the limitations was the number of the participant children. We conducted our study with the children in one setting. Conducting our study in other settings in the city or the country would give us more insights into children ideas of constructions and designs. Another limitation lacked family involvement in the study. Although we focused on the children's constructions and design in the setting, it would be helpful to conduct some with their parents to see any connections between their interest at home and in the setting.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Iskender Gelir

Iskender Gelir is an assistant professor in early education. He received his Ph.D. degree at Goldsmiths, University of London. His research interests include bilingual education, multilingualism, inclusive language pedagogies in monolingual contexts, ethnography (visual and digital) and STEM education.

Ali Kemal Tekin

Ali Kemal Tekin is a professor in early childhood education. He holds Masters and Ph.D. degrees from The Pennsylvania State University. His research interests include family involvement, early bilingual education, assessment & evaluation in ECE, motivation, and efficacy of ECE teachers, ECE development and policy, and play. He is the current editor-in-chief of International Journal of Early Childhood (IJEC).

Laila Al-Salmi

Laila Al-Salmi is an assistant professor in early education. She obtained her Ph.D. from University of Texas. Her research interests include language development and emergent literacy, digital biliteracy, parent involvement, and teaching methodologies. She is the current head of Early Education Department.