Scientific literacy in early childhood: learning science through playful engagement

Abstract

The literacy process is fundamental to the development of children. There is extensive discussion regarding its importance when intertwined with science education, given that the development of scientific thinking during childhood enables children to analyze situations, subjects, and contexts, and to make decisions grounded in scientific fields of knowledge, such as Chemistry. In this context, based on the theories of Paulo Freire, Jean Piaget, and other authors, children’s active participation in experimental classes is an effective way to approach proposed concepts through play, stimulating autonomy, criticality, observation, creativity, and agency, while also contributing to their scientific literacy process and intellectual development. This study aimed to select and analyze experimental activities for Science education, specifically within the field of Chemistry, targeted at elementary school students in the municipality of Cariacica. The data collection instrument used was the logbook produced by the children. From the observation of practices and a detailed analysis of these materials, it was possible to identify how the participating children understood the concepts addressed and how the application of these experiments contributed significantly to their development.