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Play‐Based Physics Learning in Kindergarten

Glauser Abou-Ismail, Nathalie; Pahl, Angelika; Tschiesner, Reinhard (2022). Play‐Based Physics Learning in Kindergarten. Education Sciences, 12 (5), p. 300. 10.3390/educsci12050300

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This article highlights the importance of play as a learning approach in early physics education. It demonstrates the concept of an innovative didactic method that combines children’s free play with physics learning in kindergarten. This play-based learning approach enables children to experience and recognize physical laws in a self-directed, action-oriented, and playful manner. The article provides concrete insights into how kindergarten teachers can stimulate physics-related learning moments, starting from free-play situations. Moreover, it points out the teacher’s crucial role in creating suitable play environments, providing feedback in play, and facilitating sustained shared thinking after play. The article is based on the didactic development project “je-desto”, which aims to promote play-based science learning in kindergarten by familiarizing kindergarten teachers with this promising didactic approach. Accordingly, this article provides kindergarten teachers and experts in subject didactics an answer to what play-based physics learning can look in practice.

Item Type:

Journal Article (Original Article)

PHBern Contributor:

Pahl, Angelika




Jessica Brunner

Date Deposited:

02 Feb 2023 17:06

Last Modified:

27 Apr 2023 14:52

Publisher DOI:


Uncontrolled Keywords:

play-based learning, science education, play, children, kindergarten, teacher




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