Understanding the Process of Scientific Literacy Development among Children in the Early Years Through Play and Intentionality

Abstract Children’s scientific literacy development in the early years helps them progress their science concept knowledge by relating and applying it in play activities. Studies have addressed several areas of scientific literacy in the early years; however, understanding the process of this development through play and intentionality is a significant knowledge gap. This article aims to explore how children develop their scientific literacy through their science play experiences with the help of educators’ intentionality. Using qualitative research methodology, this study collected more than seven hours of digital video data from three science play experiences from a preschool. In addition, data were collected from a professional development session and informal discussions with educators to explore their pedagogical reflections. The findings illustrated a three-stage continuum of promoting children’s scientific literacy: planning, play-based action and production phases, and pedagogical reflection. The study recommends continuing interrelated and interconnected science play activities to progress children’s higher learning development and scientific literacy in their early years.