Abstract:

This study aims to show the complete process for the development of an educational game prototype aimed at integrating the experimental sciences and concepts related to the Middle Ages in kindergarten with a playful methodology. The educational game is intended for three-year-old children. The steps regarding the game’s design were taken into account in the process, i.e., its design and manufacture, with the rules of play and dynamics, and the materials. Also, the experimental test of the game was considered and implemented twice. After the first test and the corresponding results analysis, improvement proposals were made and changes were introduced in the game. Then another implementation was performed, and final conclusions were drawn from its assessment.

This methodology focuses on playful and game-based learning, has been chosen for the importance of the play in this evolutionary stage, and because of the opportunities it provides to achieve significant learning, especially in scientific areas. In this way we can easily introduce knowledge of experimental sciences (concepts and processes), which are often seen as too complicated by families and teachers. The educational game is contextualized within a medieval theme, taking advantage of a fairy tale narrative to integrate sciences with other areas of knowledge in an interdisciplinary approach.

We want to emphasize that initially the process of creating a prototype of educational game that introduced concepts and skills of science, which seemed a complicated process, has ended up being an enriching experience that demonstrates the nature with which young children approach scientific knowledge if given the opportunity. With the development of the process conducted in this study, itis possible to provide a proposal that allows the teacher to carry out activities with younger students by integrating scientific aspects without fear and in a relaxed and pleasant way. From the point of view of the students, this proposal facilitates the acquisition of scientific knowledge integrated in a fun context, understanding its usefulness and, at the same time, stimulating their interest and joy for learning science.

Regarding a process in which two implementations were carried out, the process supports the development of the proposal in a realistic way. In addition, having the possibility to improve the previous materials and approaches, a more suitable final prototype is possible. However, it must be borne in mind that this approach is not concrete, but is open to structural improvements and changes during future implementation. In view of the two tests and their results, the improvement proposals introduced caused favourable changes, although these results, globally speaking, depend not only on the game itself, but also on those who direct it and on the players.

Keywords:

Science education, kindergarten, playful learning, game-based learning, interdisciplinary approach.