Abstract
While previous research has highlighted the significance of pedagogical approaches such as story, embodiment, and play for young children's science learning, limited attention has been given to how these three approaches can be integrated into a learning environment to support science learning for young children. Accordingly, this study designed a learning environment, "story-driven embodied play," by integrating story, body movements, and guided play to encourage children's agency in investigating a science phenomenon. Video data were collected for three iterations of the activity with preschool-age children (aged 3–5) at a local children's science museum and local preschools. Employing a sociocultural perspective on science learning through story, embodiment, and playful learning, the study found that the story-driven embodied play activity promoted children's agency by positioning them as protagonists when they investigated the science phenomenon through guided play. Furthermore, the results suggest that children, as embodied learners, used their bodies to interact with and figure out the science phenomenon during guided play. These findings extend our understanding of how to integrate story, embodiment, and play to generate synergy and promote young children's agency in science learning.
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Acknowledgements
I would like to thank Julia Plummer, Meg Teuber, Madison Botch, Jenny Carrington, and the participants for their help with this project.
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Cho, K. Story-Driven Embodied Play: Empowering Young Children’s Agency in Science Learning. Early Childhood Educ J (2023). https://doi.org/10.1007/s10643-023-01570-z
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DOI: https://doi.org/10.1007/s10643-023-01570-z