I closely follow my son’s (Biju) everyday activities and try to understand how he develops scientific literacy through everyday concepts. This joyful experience sparked my interest in working in areas related to science learning, applying learning to everyday activities, fostering a scientific attitude, thinking scientifically, and developing scientific literacy, particularly in the early years, from birth to 8 years. (Goutam Roy)
Like the best research initiatives, Goutam Roy’s passion for his HDR research came from a deeply personal place – his joy at watching his own son learn about science. Witnessing firsthand his son’s exploration of the world around him, along with his prior work and studies in early childhood education in Bangladesh and the Netherlands, provided the impetus for his graduate research.
Children develop and progress their scientific literacy through gaining scientific knowledge and applying it in their everyday play activities. The development of scientific literacy in the early years enables children to develop higher-level learning skills, such as problem-solving, critical analysis, and informed decision-making. These skills are also important for success in later life.
Despite its importance, early childhood educators have often lacked clear guidance on integrating science into play-based learning and everyday classroom practice. Goutam’s PhD aimed to address this gap by developing a framework specifically for early learning settings. With the support of his supervisors from the School of Education, Dr Shukla Sikder and Associate Professor Will Letts, the resulting three-stage framework provides a structured yet flexible approach to help educators embed scientific learning into everyday play experiences.
The first stage focuses on purposeful planning. Educators identify scientific concepts they want children to explore—such as floating and sinking, light and shadow, or cause and effect—and design or select play activities aligned with these goals. This ensures that play remains engaging while also supporting intentional learning outcomes.
The second stage involves actively guiding children’s learning during play. Educators use carefully selected materials and thoughtful interactions to introduce and reinforce scientific ideas. They ask open-ended questions, encourage observation and experimentation, and explain concepts using language suited to young learners. During this stage, educators also assess children’s understanding and provide additional support to deepen learning.
The final stage centres on reflective practice. Educators evaluate whether learning goals were achieved and consider how effectively the activity supported children’s development. These reflections inform future planning, allowing educators to build on prior learning and gradually introduce more complex concepts. This ongoing, cyclical process is key to sustaining and strengthening scientific literacy over time.
Goutam’s study developed the framework based on data collected in a preschool in regional New South Wales. After delivering professional development to educators and the centre director, he observed and recorded the children’s science-based play activities in action and later interviewed educators about their experiences. The study highlighted that scientific literacy develops gradually through repeated, connected learning experiences rather than one-off activities.
The framework is already having a practical impact. In a pilot workshop at a Bathurst preschool, educators and leaders collaborated to apply the approach in their classrooms. Feedback indicated that the framework provided clear direction and increased educators’ confidence in integrating science into everyday teaching. It also enhanced their ability to plan, observe, and reflect on learning while supporting children’s scientific thinking.
Goutam is planning to submit an ARC grant proposal to test and validate it more broadly across early learning contexts in Australia. As the importance of STEM skills continues to grow, this approach offers a valuable way to nurture curiosity, build foundational knowledge, and support the development of future problem-solvers.
Charles Sturt University aligns our research, policies, procedures, and other work with the UN Sustainable Development Goals (SDGs). These are the most relevant SDGs for this initiative.
