This article emphasizes the critical role of play in early childhood science education, arguing that natural, child-led play fosters important opportunities for children to explore scientific ideas and practices. Drawing on Vygotsky’s theories and recent studies, the authors advocate for environments that encourage exploratory play to develop children’s scientific skills. The article presents a detailed vignette from Inch By Inch Preschool, showcasing how children engaged with air pumps to explore scientific phenomena. Through three stages—Exploring a Phenomenon, Developing and Revising a Model, and Using the Model to Make Predictions—the vignette illustrates the sophisticated ways children can engage in scientific and engineering practices through play. The educators' strategic moves and the purposeful, play-based environment enabled children to develop and revise models, enhancing their understanding of air pressure and propulsion. The article concludes by offering practical suggestions for educators to create and support similar play-based learning environments, emphasizing the importance of time, space, and responsive educator involvement. By connecting these practices to the Next Generation Science Standards, the authors highlight how play-based learning can effectively build foundational scientific knowledge and skills in young children.
Whitt, K. C., Beaumont, A., & Lewis, J. (2025). Pumping up curiosity: How child-led play fuels early science learning. Science and Children, 62(3), 58–64. https://doi.org/10.1080/00368148.2025.2482267