Projected Videos Transform Science Learning in Preschools, Study Shows
Swedish researchers found that preschool teachers successfully use projected images and videos to deepen children's science engagement while maintaining playful learning. The findings matter for early education policymakers and EdTech companies developing classroom tools—suggesting that multimedia works best when teachers integrate it responsively into existing play, not as standalone content.
Originaltitel: Preschool Teachers’ Experiences of Using Projected Images and Videos in Attempted Play-responsive Science Teaching
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 playresponsive 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.