Item request has been placed! ×
Item request cannot be made. ×
loading  Processing Request

Preschool Teachers' Experiences of Using Projected Images and Videos in Attempted Play-Responsive Science Teaching

Item request has been placed! ×
Item request cannot be made. ×
loading   Processing Request
Read Online Read More Add to Saved list
  • Author(s): Kristina Lund (ORCID Kristina Lund (ORCID 0000-0002-6025-0111); Andreas Redfors (ORCID Andreas Redfors (ORCID 0000-0003-4792-8749); Agneta Jonsson (ORCID Agneta Jonsson (ORCID 0000-0002-6978-7513)
  • Language:
    English
  • Source:
    Early Childhood Education Journal. 2025 53(7):2677-2686.
  • Publication Date:
    2025
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
    • Peer Reviewed:
      Y
    • Source:
      10
    • Education Level:
      Early Childhood Education
      Preschool Education
    • Subject Terms:
      Preschool Teachers; Teaching Experience; Visual Aids; Video Technology; Science Instruction; Play; Preschool Education; Foreign Countries
    • Subject Terms:
      Sweden
    • Accession Number:
      10.1007/s10643-024-01777-8
    • ISSN:
      1082-3301
      1573-1707
    • Abstract:
      When preschool teachers attempt to initiate play-responsive science teaching, opportunities arise to develop or challenge the play further, for example, by introducing or focusing on science content. The aim of this article is to generate knowledge about how projected images and videos can be used in attempted play-responsive science teaching and what they can contribute to. Eleven preschool teachers participated in a Continuous Professional Development project about play-responsive teaching and science. Participating preschool teachers' discussions about using projected images or videos in attempted play-responsive science teaching was thematically analysed. Three main themes have been developed: content of the projected image or video, different ways of using projected images or videos, and reasons for using a projected image or video in attempted play-responsive science teaching. Results show that projections could be used as support in play, e.g., when imagining being in another place, like under the surface of the ocean or as a way of introducing science concepts in play. Play-responsive science teaching with support of projected images and videos is found to be a threefold challenge for the preschool teachers, encompassing knowledge about play, science, and digital tools. The important role of preschool teachers in making the projections become a part of play-responsive science teaching is discussed.
    • Abstract:
      As Provided
    • Publication Date:
      2025
    • Accession Number:
      EJ1483249