<scp>InterPLAY</scp> : A Framework to Describe Play and <scp>STEM</scp> Engagement at Exhibits for Young Children
ABSTRACT Play‐based STEM learning at exhibits is a feature of children's museums and science centers; yet little is known about how these exhibits support young children's STEM engagement. This study developed and tested the interPLAY Framework to describe play‐based STEM engagement at exhibits for young children. Building upon previous literature on play‐based STEM learning, a framework was drafted and tested at 11 museums and science centers, with 319 structured observations. Observations were coded for types of play, STEM practices, and adult facilitation. Play was observed in 93% of visits, and play types were positively correlated with STEM practices ( r = 0.42, p < 0.001). Adult facilitation significantly increased children's time at exhibits and STEM engagement. The interPLAY Framework provides museum professionals with an evidence‐based tool to reflect on and design exhibits that embed STEM phenomena in meaningful play experiences.
Authors
- Kelly Riedinger (ORCID: https://orcid.org/0000-0002-9944-9056)
- Kelly Hoke (ORCID: https://orcid.org/0000-0002-8563-0284)
- Martin Storksdieck (ORCID: https://orcid.org/0000-0003-3967-8583)
- Jessica J. Luke (ORCID: https://orcid.org/0000-0001-6638-907X)
- Jennifer Rehkamp
Institutions
- Oregon State University (US)
- University of Washington (US)
- Children’s Museum of Atlanta (US)
Publication Details
- Journal
- Curator The Museum Journal
- Published
- 2026-05-12
- DOI
- https://doi.org/10.1111/cura.70040
- Primary Topic
- Museums and Cultural Heritage
- Type
- article
- Field-Weighted Citation Impact
- 0.00
Funders
- National Science Foundation