Early Childhood Teachers’ Reported Strategies for Integrating Mathematics and Science Through Play
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Guided play,
Mathematics and Science,
Relational integration,
Teacher self-report
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Viktor Pandra
Abstract
Background: Play-based learning can connect early mathematics and science through children’s exploration. However, limited evidence explains how teachers establish conceptual relationships between the two domains during play.
Objective: This study examined how early childhood educators plan, facilitate, and assess integrated mathematics and science learning through play, focusing on relational integration.
Methods: A qualitative descriptive study involved 10 early childhood educators. Data were collected through asynchronous written semi-structured interviews using a 37-question instrument. Data were analyzed using deductive-inductive thematic analysis through coding, category development, theme review, and cross-participant comparison.
Results: Seven themes emerged: goal-oriented planning, relational integration, questioning and prediction, scaffolding and child agency, material and environmental exploration, formative assessment, and professional experience and training. Teachers integrated mathematics into science-based play through counting, measuring, comparing, and classifying, supported by open-ended questioning and adaptive scaffolding.
Conclusion: Relational integration involves using mathematical actions such as counting, measuring, comparing, and classifying to support science exploration. The findings reflect teachers’ reported practices and do not establish effects on children’s learning outcomes.
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Copyright (c) 2026 Ertati, Viktor Pandra
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