Playing Around in Science: How Self-Directed Inquiry Benefits the Whole Child

Abstract

Children of all ages who have the opportunities, time, and materials to explore science content in a self-directed manner will develop higher level understandings, and demonstrate more sophisticated approaches to science. A vast and growing body of research supports the academic benefits of self-directed or authentic scientific inquiry, which is defined as a line of questioning that belongs to the individual (Llewellyn, 2011; Akerson, Hanson, & Cullen, 2007; Cacciamani, 2010; Eick, Meadows, and Balkcom, 2005). Embedded within a child’s distinctive ownership of the inquiry process is a highly beneficial, yet often overlooked aspect, and that is the child’s choice to engage in play. Playing around in science presents children with opportunities to think creatively and divergently, to solve problems in innovative ways, and to develop a unique scientific identity. Llewellyn (2011) states that children learn about the world through exploration, “play, creativity, curiosity, and wonderment” (p. 63). Play in science extends far beyond promoting academic understandings. In fact, when a child engages in play activities while simultaneously undertaking inquiry processes, the child can also choose to participate in social/collaborative scientific endeavors. Furthermore, emotional development and connections can be made when children play around with science content. Also, since play activities typically involve movement, children are actively occupied in physical representations that can also make concepts concrete for better understanding. Play in science promotes comprehension, but it also provides opportunities for children to become socially, physically, emotionally, and even culturally involved. This article will discuss the benefits of play in science to the whole child as well as some of the obstacles that diminish or extinguish play behaviors and scientific exploration.