FOSTERING MIDDLE-CLASS PRESCHOOL CHILDREN'S SCIENCE LITERACY SKILLS THROUGH PLAY IN CHINA

In the rapidly evolving landscape of education in China, fostering science literacy skills among middle-class preschool children has become a focal point. The main issue revolves around understanding how play-based approaches can effectively contribute to science literacy, particularly within the context of China's middle-class environment. The study aimed to investigate explore the play-based learning and science literacy content in preschool as well as preschool teachers and children needs for science literacy. The utilization of library research in this study involves a comprehensive review of scholarly articles and theses to synthesize key findings and insights on play-based approaches and science literacy skills, particularly focusing on the context of middle-class preschool children in China. The initial discovery in the study on play-based approaches and science literacy content in preschool highlighted key areas within China's preschool curriculum. These encompassed the Curriculum framework and cultural context in preschools, science literacy content and learning objectives, and assessment strategies. learning objectives within lesson plans for science literacy covered scientific concepts, critical thinking and problem-solving, and language development. Activities designed to enhance science literacy included nature exploration, experimentation stations, and storytelling and role-playing. the subsequent exploration revealed the distinct needs of preschool teachers and children concerning science literacy. Preschool teachers articulated needs related to Professional development, adequate resources, collaborative networks, supportive environment, and pedagogical support. In parallel, preschool children expressed needs for hands-on exploration, curiosity-focused learning, Inclusive content, a playful learning environment, and supportive teachers. The study concludes by emphasizing the importance of integrating play into science education for middle-class children in China. It suggests practical strategies and interventions that educators and policymakers can adopt to harness the benefits of play in promoting science literacy. The contribution lies in providing a nuanced perspective on how play can be strategically employed to address the unique challenges and opportunities in fostering science literacy skills among middle-class children in the Chinese educational landscape.