Preschool Teachers’ Experiences of Using Projected Images and Videos in Attempted Play-responsive Science Teaching

When preschool teachers attempt to initiate play-responsive science teaching, opportunities arise to develop or challenge
the play further, for example, by introducing or focusing on science content. The aim of this article is to generate knowledge about how projected images and videos can be used in attempted play-responsive science teaching and what they
can contribute to. Eleven preschool teachers participated in a Continuous Professional Development project about playresponsive teaching and science. Participating preschool teachers’ discussions about using projected images or videos in
attempted play-responsive science teaching was thematically analysed. Three main themes have been developed: content
of the projected image or video, different ways of using projected images or videos, and reasons for using a projected
image or video in attempted play-responsive science teaching. Results show that projections could be used as support in
play, e.g., when imagining being in another place, like under the surface of the ocean or as a way of introducing science
concepts in play. Play-responsive science teaching with support of projected images and videos is found to be a threefold
challenge for the preschool teachers, encompassing knowledge about play, science, and digital tools. The important role
of preschool teachers in making the projections become a part of play-responsive science teaching is discussed.