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‘How does Play prepare children for learning science in Primary?’ (2500 words)
In this essay, I will be evaluating how play in early years foundation stage (EYFS) can prepare children
for learning science when they transition into primary. To begin, I will define what play is, and why it
is crucial in EYFS and consider how this links together with science. Following on from this, I will
discuss how this develops and prepares children for using scientific skills when entering primary
education. Next, I will analyse the similarities and differences between EYFS and primary science
while alongside looking at how this applies to outdoor play. Additionally, I will delve into the three
key aspects of play: understanding the world, communication and language and physical
development and how it equips early years children for the science national curriculum from key
stage one. Furthermore, I will illustrate my understanding of the role that an adult has to provide
within play and look at the effects this may have on the children’s development regarding science
moving through to primary education. Eventually, I will justifiably conclude that it is evident that
various dimensions of play within EYFS undertake a crucial role in shaping children's overall
development which in turn provides a strong foundation for their successful transition into primary
education.
In EYFS and Primary, it is understood that science is the idea of children trying to understand the
world around them and gaining knowledge to try and make sense of it (Beeley, 2012). However,
when defining science, it can be seen as much more elaborate and detailed than this. "Science is a
major area of human mental and practical activity and the knowledge that it generates plays a vital
part in our lives of future generations"(Harlen. W and Qualter. A. 2014, P.7). The word ‘vital’ exclaims
the importance of incorporating science within a child’s life since birth and Janet Moyles (2010)
states that play is intrinsically motivated and self-initiated and therefore allowing this comes with
much importance. After establishing a definition of science, it becomes essential to understand the
significance of its role within EYFS. “Science education helps them to develop the understanding,
powers of reasoning and attitudes that enable them to lead physically and emotionally healthy and
rewarding lives. (Harlen. W and Qualter. A. 2014, P.8). Based on this piece of literature, it becomes
clear that the extent to which a child is deprived of play during their early years in both home and
classroom setting, they will struggle to gain the maximum skills which could affect them further in
their education.
After gaining a deeper understanding of the importance of science through play it is essential to
cover how it can prepare children for science in primary. EYFS is a structure of learning that does not
hold science as an individual subject. However, we see it helps children develop scientific skills as
, 23008655
part of its statutory framework as it addresses areas like 'identifying and classifying' and 'using their
observations and ideas to suggest answers to questions' (Department of Education, 2021). On the
other hand, primary science is more specific covering topics like ‘forces’ and ‘plants’ (Department of
Education, 2021) which aims to develop the children’s knowledge of scientific technologies and a
scientific approach to problem-solving that supports critical thinking. The main difference between
EYFS and primary science is that in early years science is developed by the children through freely
chosen play, this can mean that at key stage one children are on many different levels in terms of
knowledge and thinking about the world around us. This is why it is key to understand how we can
prepare children for learning science later and to avoid this problem. Firstly, play in the early years
prepares children for science in primary through physical development. This includes activities such
as understanding and discussing the different factors that contribute to their overall health and well-
being, including practices like maintaining a healthy diet, regular toothbrushing and establishing a
good sleep routine. Through play, they also learn to manage and acquire skills independently such as
handling their own hygiene and personal needs, including tasks like using the toilet. The effective
provision of Preschool Education (EPPE) project (2004) supports this idea of physical development
and explains that is it done through sustained shared thinking which is when individuals work
together to solve a problem. EPPE continues to state that “It is more likely to occur when children
were interacting 1:1 with an adult or with a single peer partner” (EPPE, 2004). During my time in the
reception placement, I had the opportunity to observe this when two twin girls, who were new to
the class, did not know how to wash their hands. Still, throughout the week through play, they were
able to learn from other children and their actions leading to their physical development and being
able to wash their hands by themselves. For that reason, this serves as an illustration of how play
prepares children for science in primary through physical development.
Once grasping the concept of play within EYFS and its positive impacts on children’s physical
development, it becomes essential to delve further into specific forms of play, such as outdoor play,
and explore its role in preparing children for science learning in primary education. Engaging in
Outdoor play becomes a crucial component in the preparation of children for science education in
primary school as they gain an understanding of the world around them. “Evidence suggests that
physical activity in natural environments is more beneficial to health than that undertaken in other
environments and that people enjoy it more” (Natural England, 2016) This proposes that outdoor
play or learning in natural environments brings not only joy but helps a child develop in a way indoor
play cannot. Marjorie Ouvry supports this view on outdoor play as she states that it allows children
to communicate fully and “Relive their experiences through their most natural channel: movement”
‘How does Play prepare children for learning science in Primary?’ (2500 words)
In this essay, I will be evaluating how play in early years foundation stage (EYFS) can prepare children
for learning science when they transition into primary. To begin, I will define what play is, and why it
is crucial in EYFS and consider how this links together with science. Following on from this, I will
discuss how this develops and prepares children for using scientific skills when entering primary
education. Next, I will analyse the similarities and differences between EYFS and primary science
while alongside looking at how this applies to outdoor play. Additionally, I will delve into the three
key aspects of play: understanding the world, communication and language and physical
development and how it equips early years children for the science national curriculum from key
stage one. Furthermore, I will illustrate my understanding of the role that an adult has to provide
within play and look at the effects this may have on the children’s development regarding science
moving through to primary education. Eventually, I will justifiably conclude that it is evident that
various dimensions of play within EYFS undertake a crucial role in shaping children's overall
development which in turn provides a strong foundation for their successful transition into primary
education.
In EYFS and Primary, it is understood that science is the idea of children trying to understand the
world around them and gaining knowledge to try and make sense of it (Beeley, 2012). However,
when defining science, it can be seen as much more elaborate and detailed than this. "Science is a
major area of human mental and practical activity and the knowledge that it generates plays a vital
part in our lives of future generations"(Harlen. W and Qualter. A. 2014, P.7). The word ‘vital’ exclaims
the importance of incorporating science within a child’s life since birth and Janet Moyles (2010)
states that play is intrinsically motivated and self-initiated and therefore allowing this comes with
much importance. After establishing a definition of science, it becomes essential to understand the
significance of its role within EYFS. “Science education helps them to develop the understanding,
powers of reasoning and attitudes that enable them to lead physically and emotionally healthy and
rewarding lives. (Harlen. W and Qualter. A. 2014, P.8). Based on this piece of literature, it becomes
clear that the extent to which a child is deprived of play during their early years in both home and
classroom setting, they will struggle to gain the maximum skills which could affect them further in
their education.
After gaining a deeper understanding of the importance of science through play it is essential to
cover how it can prepare children for science in primary. EYFS is a structure of learning that does not
hold science as an individual subject. However, we see it helps children develop scientific skills as
, 23008655
part of its statutory framework as it addresses areas like 'identifying and classifying' and 'using their
observations and ideas to suggest answers to questions' (Department of Education, 2021). On the
other hand, primary science is more specific covering topics like ‘forces’ and ‘plants’ (Department of
Education, 2021) which aims to develop the children’s knowledge of scientific technologies and a
scientific approach to problem-solving that supports critical thinking. The main difference between
EYFS and primary science is that in early years science is developed by the children through freely
chosen play, this can mean that at key stage one children are on many different levels in terms of
knowledge and thinking about the world around us. This is why it is key to understand how we can
prepare children for learning science later and to avoid this problem. Firstly, play in the early years
prepares children for science in primary through physical development. This includes activities such
as understanding and discussing the different factors that contribute to their overall health and well-
being, including practices like maintaining a healthy diet, regular toothbrushing and establishing a
good sleep routine. Through play, they also learn to manage and acquire skills independently such as
handling their own hygiene and personal needs, including tasks like using the toilet. The effective
provision of Preschool Education (EPPE) project (2004) supports this idea of physical development
and explains that is it done through sustained shared thinking which is when individuals work
together to solve a problem. EPPE continues to state that “It is more likely to occur when children
were interacting 1:1 with an adult or with a single peer partner” (EPPE, 2004). During my time in the
reception placement, I had the opportunity to observe this when two twin girls, who were new to
the class, did not know how to wash their hands. Still, throughout the week through play, they were
able to learn from other children and their actions leading to their physical development and being
able to wash their hands by themselves. For that reason, this serves as an illustration of how play
prepares children for science in primary through physical development.
Once grasping the concept of play within EYFS and its positive impacts on children’s physical
development, it becomes essential to delve further into specific forms of play, such as outdoor play,
and explore its role in preparing children for science learning in primary education. Engaging in
Outdoor play becomes a crucial component in the preparation of children for science education in
primary school as they gain an understanding of the world around them. “Evidence suggests that
physical activity in natural environments is more beneficial to health than that undertaken in other
environments and that people enjoy it more” (Natural England, 2016) This proposes that outdoor
play or learning in natural environments brings not only joy but helps a child develop in a way indoor
play cannot. Marjorie Ouvry supports this view on outdoor play as she states that it allows children
to communicate fully and “Relive their experiences through their most natural channel: movement”
