Re-thinking microbiology/infection control education to enhance the practice-readiness of health professional students: More than just a curriculum issue

Children’s scientific literacy development in the early years helps them progress their science concept knowledge by relating and applying it in play activities. Studies have addressed several areas of scientific literacy in the early years; however, understanding the process of this development through play and intentionality is a significant knowledge gap. This article aims to explore how children develop their scientific literacy through their science play experiences with the help of educators’ intentionality. Using qualitative research methodology, this study collected more than seven hours of digital video data from three science play experiences from a preschool. In addition, data were collected from a professional development session and informal discussions with educators to explore their pedagogical reflections. The findings illustrated a three-stage continuum of promoting children’s scientific literacy: planning, play-based action and production phases, and pedagogical reflection. The study recommends continuing interrelated and interconnected science play activities to progress children’s higher learning development and scientific literacy in their early years.

The retention of educators is foundational to the provision of high-quality early childhood education and care (ECEC), yet the sector continues to face significant workforce challenges. This study explores how organisational climate and leadership influence collaborative practice and, in turn, educator retention. Using a constructivist grounded theory (CGT) approach, data were collected through focus groups and interviews with 34 educators across diverse service types in the Northern Territory, Australia. In accordance with CGT, analysis revealed two core categories—‘struggle’ and ‘hope’—reflecting the impact of workplace relationships on collaborative practice. In ECEC settings where communication was limited and psychological safety was lacking, participants described resistant behaviours and horizontal violence, which contributed to educator stress and attrition. Conversely, environments that fostered open communication, reflective practice, and trusting relationships enabled collaborative practice that supported educator wellbeing and retention. The findings suggest that intentional leadership and an organisational climate that embodies ‘care’ are essential for cultivating collaboration, enhancing job satisfaction, and improving workforce stability. This paper proposes that ‘building connection builds retention,’ highlighting the importance of relational and reflective practices in sustaining the ECEC workforce.

Scientific literacy in early years can support children’s higher learning skills, such as logical thinking, problem-solving and conscious decision-making. Additionally, they can independently apply their scientific learning in a new context. The literature suggests that children’s scientific learning can be achieved with the support of adults, such as educators and parents. However, limited studies have examined how parents’ science knowledge and understanding, confidence, and science practices at home contribute to children’s scientific literacy development. This article explores parental science knowledge and understanding, confidence, and science play practices at home regarding children’s (4–5 years old) scientific literacy development. Customising the P-TABS instrument, this study collected self-reported responses from parents using a survey procedure at two preschool centres in New South Wales, Australia. Findings indicate a largely positive positioning of parents regarding their knowledge, understanding, and confidence in science learning and activities at home to foster children’s scientific literacy. Parents provide the necessary materials to their children at home and participate in several science activities with their children; however, their engagement in explaining scientific phenomena and applying scientific concepts during play was reported to be lower. Parents also expressed a need for more guidance from educators to enhance children’s scientific literacy through home science play activities. The study contributes to the broader literature on scientific literacy in the early years by offering a nuanced understanding of parental views, which highlights the strengths of resource provision and play participation, and identifies the limitations of their science explanations and engagement with children’s science play.