Ingber, Jenny; Wallace, Jamie; (2022) Dioramas as a Place for Play and Early Science Learning: Exploring Teachers’ Perspectives and Experiences. In: (Proceedings) 2022 Annual International Conference. National Association for Research in Science Teaching (NARST): Vancouver, Canada. (In press).

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Abstract

In this qualitative study, we explore teachers’ perspectives and experiences with play and learning at dioramas as few studies on this topic exist. In a time when play is disappearing from classrooms (Nicolopoulou, 2010), scholars advocate for a return to play-based learning (Miller & Almon, 2009). Using grounded theory (Charmaz, 2006), we inquired: 1) How do teachers describe the ways in which children play and learn with dioramas during their classes?, 2) What do teachers perceive as the affordances and opportunities that dioramas provide for children’s play and learning?, and 3) What strategies and pedagogical decisions do teachers make to promote play and learning at diorama? We interviewed ten early childhood educators who teach at a large, urban museum. Nearly 30 unique examples of play and learning with dioramas were provided, nine referenced by multiple teachers. Findings suggest that play and learning at or inspired by dioramas looks different across classes and contexts, but is perceived as vital in sparking imagination and creativity for young children when integrated into experiences and affords unique opportunities. This study highlights how dioramas can be integral in play-based science learning—making museums that are not traditionally designed for children into places for play.

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