Assessing and promoting physics knowledge through play in preschool age in the domain of statics

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Science learning in preschool is considered to be important and is promoted by a number of initiatives. However, there is a lack of research particularly concerning young children's science knowledge and learning. Research has shown that play is the most appreciated mode of learning by young children. Based on recent findings that structuring the learning process in play based curricula increases learning gains of children, this research project investigates the impact of material and/or verbal structuring in the domain of statics. The domain of statics is particularly appropriate, because it may be found potentially in block play and is an example for science learning. Hence, a pre-post-follow up design including experimental and control groups of preschool children will be applied. The children operate with specially prepared building blocks. The effect of material and verbal structuring is analyzed by a controlled use of both. Previous knowledge and learning progress are captured by designed tests (pre-post-follow-up tests, transfer-tests). An interview allows the in-depth detection of knowledge in the domain of statics.