SciEPLAY: Year in Review

Celebrating Science & Play in Early Childhood

A Zoom room with a patchwork of people's face on webcams.

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This fall, the SciEPlay project launched a 2-year professional learning series for early childhood educators. In these virtual sessions, we explore innovative strategies to support children’s engagement with science and engineering through play.

We have hosted three workshops so far: 1) a deep dive into play, 2) a deep dive into science and engineering, and 3) investigating the connections between play and science. Each two-hour session has been carefully crafted with community-building prompts, breakout rooms, and compelling video vignettes that spark in-depth discussions.

At the heart of our project is an immensely talented team of PreK and Kindergarten educators. Hailing from diverse school districts, programs, and pedagogies, our participants share a common passion for teaching and nurturing children’s development. We are consistently impressed by their enthusiasm, keen insights, and nuanced questions.

Here’s a glimpse into the impact of the SciEPlay project through the eyes of our participants:

  • “This was a very meaningful and appreciated conversation!”
  • “Thank you! I always leave the Zoom meetings with fresh ideas.”
  • “You guys are a great team! This is inspiring me to become a better educator!”
  • “I’m excited and inspired to be on this journey. [Our facilitators] were so engaging (especially for Zoom sessions). They created an environment that allowed us to be open, comfortable sharing thoughts, and vulnerable.”

As we temporarily pause our professional learning sessions for the holidays, we extend our heartfelt appreciation to these phenomenal educators. We are grateful for your collaboration and tireless dedication to your craft. Thank you for being part of the SciEPlay community and contributing to the transformation of early childhood STEM education.

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This project is funded by the National Science Foundation, grants #2201673 and #2201674. Any opinions, findings, and conclusions or recommendations expressed in these materials are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

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