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The problem
Intervention: Teacher-led play-activities incorporating scientific content, using shifts between fantasy and reality modes guided by voice and body expression
Who it was tested with: 1-4-year-old children in Swedish preschool, with one preschool teacher.
Experience from people who deliver programmes: stories, case studies and lessons learned. Valuable for understanding how and why, and for spotting what to test next, but not a measure of effect.
"The empirical data consists of video-observations of a preschool teacher and 1-4-year-old children who participate in activities that incorporate play and scientific content. The video-observations were analysed through studying how and why shifts between as is and as if were made by the preschool teacher." This is a qualitative observational study documenting teacher practices and shifts during play activities, without outcome measurement or comparison groups.
Single teacher case study without measurement of child learning outcomes or comparison groups; findings cannot confirm whether the approach actually improves children's science understanding or development
Across countries and designs
1 study · 1 country
