The Quality of Teacher–Child Interactions during the Enactment of Playful Science Games in Preschool

Abstract

Research Findings: This research aims to examine the affordances for high quality instructional support offered by the Northern Territory Preschool Science Games, alongside differences between classroom quality during the enactment of this teaching resource and the broader early childhood program. Applying a multiple-case study approach, quality was measured via classroom observations in three preschools at two points, teacher interviews on science practice were thematically analyzed and content analysis was conducted to determine the instructional support affordances of the Northern Territory Preschool Science Games. Results demonstrated that the games most frequently offer affordances for ..