Integrating Cultural and Local Contexts into Play Based Science Literacy for Preschoolers in Nanchang, China

Abstract

Science literacy and play based learning is not conducive develop the program and lack of local culture and local context. Local cultural practices continue to be underutilised in science literacy. This study aim to explore the role of  culture and local context in play-based science literacy learning that is rooted in the theories of preschool in promoting scientific thinking through play. Adopting a qualitative approach, the study applies library research and a comprehensive  analysis of the recent literature about learning through play, science literacy and cultural and local context blending in preschool settings. The findings demonstrate that, though theoretical support and preschoool curriculum are executing in favor of play-based approaches and practice in Nanchang is restricted annually by overly prescriptive curricula, insufficient teacher education, and insufficient connection with local cultural content. This study emphasises the relevance of developmental theories includes Piaget, Vygotsky and Kolb as theorical bases from which to lead play based learning from culturally relevant play activities. These could be nature inspired play, art play, story-telling and role-playing based on local way of existence. The implications include that science-inquiry can be framed through the experiences of children in their everyday lives in culture providing a tool which heightens engagement, understandings, and identity. It stresses that teachers, policy makers, and curriculum developers need to embrace adaptive, sociallyculurally inclusive models that encourage culturally-embedded, play based pedagogy. The findings imply that reforms in teacher education, curriculum design and educational policy will be necessary to better accommodate place-based models for preschoolers. Key suggestions include integrating varied types of play into daily practice, creation of contexts dependent science curricula, and the fostering of family and community involvement to support long-term, culturally relevant preschool science literacy learning.