Science and play

This chapter is set within the field of early years science education. Its theoretical perspective is the developmental importance of play, as articulated by Bruner and categorised by Hutt. Its original contribution is a cogent argument for the inherent playfulness of young children's scientific exploration in, and for the structured transition from 'free' exploration towards systematic enquiry. This book is widely recognised as a seminal text in early years education, and has significant impact upon teacher education and professional practice. Its rigour lies in its use of case-study material to exemplify arguments. The chapter was invited and reviewed by the editor.
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