Conceptual play and science inquiry: using the 5E instructional model

ABSTRACT

Play has been synonymous with early childhood education and is an important aspect of child development. Researchers have characterized and defined play from different perspectives. If play is an integral part of the early years what is its relationship to learning? This paper describes the development of conceptual play by using the pedagogy of the 5E instructional model and the role of conceptual play in learning science as viewed through the cultural–historical lens. The nature of science invokes the inquiry process and with the development of appropriate skills, young children understand simple phenomenon. Learning science in an early childhood setting is essential, as it lays the foundation to problem solving and critical thinking later in the process of schooling. Today, the demands of curricular standards and technology have made kindergarten readiness a necessity. As a result, play is slowly losing its place in the early childhood curriculum. Children should get an opportunity to be creative, joyful and engage in playful learning. The curriculum should afford learning opportunities that are meaningful and encourage the learning of science concepts through play. The child-centred pedagogy of the 5E instructional model lends itself to greater interactivity of the teacher and child, the environment and the social setting.

KEYWORDS:

• Young children
• science
• inquiry
• 5E instructional model
• conceptual play

Acknowledgements

I would like to thank the Director and the staff of Child Development Centre for their support, the children who participated in this study and the preservice teachers, A.M. Heitkamp and S. Linnen who shared their lesson plan for this manuscript.

Disclosure statement

No potential conflict of interest was reported by the author.

Additional information

Notes on contributors

Josephine M. Shireen Desouza

Dr. Josephine M. S. Desouza is an Associate Professor of Biology at Ball State University, in the United States. She has a Ph.D. in Curriculum and Instruction from the University of Toledo, Ohio, and teaches science methods courses for early childhood, elementary and secondary science education majors. Her research has focused on the quantitative analysis of teachers’ science teaching efficacy beliefs and qualitative studies on science learning behaviours of young children.