Background: Scientific literacy is the combination of acquiring science content knowledge, associating this knowledge with real-world activity, and applying the knowledge to a specific context where needed. Intentional planning and play-based experience could support children in transferring scientific knowledge into real-world practices. Several studies discussed the integration of science learning in the early years; however, the presence of scientific literacy, either directly or indirectly, in the EYLF is yet to be understood. The present study explores how the EYLF can be studied using the lens of scientific literacy in the early years.

Aims: This study investigates two specific research questions: 1) How can scientific literacy be linked to EYLF principles, practices and learning outcomes? and 2) What are the challenges for educators to employ scientific literacy in practices aligned with the EYLF?

Method: This study employed narrative document analysis to understand how the EYLF constructs the concepts of scientific literacy in the early years. Using the inductive method for narrative analysis to uncover the themes and meaning, the presence of science learning and how the application of this learning is suggested in the EYLF are analysed.

Results: While the EYLF principles, practices and learning outcomes do not provide a specific focus on scientific literacy directly, there are some indications and guidelines for play-based science activities in the early years. This policy document focuses on play and intentionality; however, evidence related to the application of science learning through play is limited. The document particularly concentrates on adapting to a new situation through play so that children can apply their learning in a new way, an approach to develop scientific literacy, which could be supported by educators through intentionality.

Conclusions: The EYLF focuses on play with intentionality in the early years; however, the concept of scientific literacy could be interpreted. An added focus on integrating science knowledge and application in the EYLF could help educators and children in developing and sustaining scientific literacy in the early years.

Implications for children and families: Children will understand how science learning is fun through play activities, which develop scientific literacy. Families will be aware of how science play can be fun and effective from early years, and you can employ scientific knowledge in your everyday practice with your children.

Implications for practitioners: You will understand the specific connections between scientific literacy in the early years and the EYLF principles, practices and learning outcomes.

Funding: Australian Government Research Training Program International Scholarship.

Key words: scientific literacy, play, intentionality, Early Years Learning Framework in Australia, early years

This presentation relates to the following United Nations Sustainable Development Goals:

• SDG 4: Quality Education