Developing a learning culture of play for young children through math and science

Following a growing body of research on supporting young children’s learning through play, in this paper we present two case studies describing the ways we have engaged a group of 18 4-6 year-old children in math and science through play in the context of an afternoon STEM club. Our purpose is to demonstrate some of the key features of a learning environment that balances between academic content and play, and how a learning process with dynamic and triggering ideas can be a productive way to involve young children in activities which share many properties of play. We present examples that illustrate the diversity and the complexity needed for any learning situation, and we highlight the magnitude of children’s ability of “doing” math and science that is empowered by their playful nature. We suggest that learning through play in STEM may be productive and engaging for young children.