Discovering Crosscutting Concepts in Science Through Free Play: A 12-Week, Two-Cohort Study of Elementary Students

Early exposure to scientific learning establishes a critical foundation for nurturing how natural phenomena are explored and our innate curiosities are pursued, as well as our potential to elevate the complexity of our understanding. Through the lens of Vygotsky’s social constructivist theory, this study investigates how 124 first- through fifth-grade students participated in an unstructured free play lab across two 12-week cohorts and how this influenced students’ exposure to the crosscutting concepts (CCCs) outlined in the Next Generation Science Standards (NGSS). An observational protocol was followed to gather images, which were subsequently analyzed to identify instances in which students interacted with the CCCs. The findings indicate that students engaged with all CCCs, most frequently through observations, modeling, and problem solving. The type of play influenced the extent to which students gained exposure to certain CCCs. Social interactions and moments when play caused cognitive disequilibrium further supported engagement. The results suggest that free play serves as a meaningful vehicle for increased exposure to scientific ideas in developmentally appropriate and socially mediated contexts. Leveraging play as a pedagogical tool offers opportunities to increase exposure to numerous foundational scientific skills and ideas in formal and informal settings.