Water Play as a Tool for Learning: Exploring the Impact of Pedagogy on Maths and Science

Contents
Introduction................................................................................................................................3
Development of the Contexts dependent on the water as the base of learning..........................4
Context 1................................................................................................................................4
Context 2................................................................................................................................5
Learning Tray for Sinking and Floating properties............................................................5
Context 3................................................................................................................................6
Responsive Pedagogy of the three contexts in a nutshell..........................................................7
Context 1................................................................................................................................7
Context 2................................................................................................................................8
Context 3................................................................................................................................9
Bibliography.............................................................................................................................11

1.
Introduction
Every child is curious about the world around him. He is constantly exploring new elements
and adding them into his memory. Psychologists across the world laid emphasis on the fact
that the learning capacity of a child is higher in comparison with an adult. However, it is
difficult for them to focus on certain subjects because they are unfamiliar with them. An
intentional focus imbibed with water play activities can become a great way to satiate the
quest of the kids. This eternal quest is described by Piaget where he says “kids want to find
out about the world and interaction with water creates the concept of a small world within the
world for them (Whiteboard, 2012, p. 20).
Whenever any teacher apply this wisdom of the procurement of tasks and the development of
curriculum into lesson charts and pedagogy associated with the teaching of science and maths
then it brings them closer to an interesting hypothesis. This hypothesis says that "can they
introduce certain practical aspects in the pedagogy of scientific lessons to add a new flair in
the learning?
While dealing with subjects like Mathematics and science, one has to make sure that they are
covering the practical aspects of the subjects predominantly. Water play as a tool to explore
the practical side of certain mathematical and scientific concepts like Volume, capacity, area,
buoyancy, and properties of light is an effective medium (Milford, 2015).
In order to serve and verify the truth behind the hypothesis and surrounding streams of
knowledge, the assignment of exploring the impact of pedagogy associated with the “water
play” and their “role in clearing certain principles of maths and science is administered.
Educationalist Albert Bandura expressed about the importance of “Modelling of the wisdom”

and” learning while observing (Slevit, 2017) .” While imploring “Water Play” as the tool of
“intentional focus” any reader will explore some of his notes and figure out three contexts.
The selection of the water as a tool for learning is an idea derived with the help of the
cognitive development theories developed by Piaget (Bashrin, 2015). His water tests are an
effective way to consume water as a tool to play way learning among the kids (Ritter, 2017).
Development of the Contexts dependent on the water as the base of learning
According to Piaget young children thinks in an entirely different manner when anyone
compare them with pre-schoolers (Ahmad, 2016, p. 72)." For them, it is a journey from a
known destination to an unknown destination of knowledge and information. When someone
deal with kids and toddlers, this fundamental become even more important because the world
view of kids is not widespread enough. Water serves as day to day need for the kids they
identify it very thoroughly. This familiarity of water with the kids allows us to promote it to
the next level where it can become a tool for scientific and mathematical learning
(Hammond, 2017). In order to explore certain topics, anyone can use three contexts based on
the activities associated with the water.
Context 1
Water’s interaction with flour can be utilized to add a sense of creativity among the kids.
They can be given the assignment to make wet flour toys. They can also pour water in
various shapes and sizes. The interaction with the flour and water can help them in exploring
sensory pursuits. (Lillard, 2011). This exercise can be divided into two processes; in the first
step, a teacher will give them water and flour to mix. A teacher will share an objective that
they need to make certain shapes of flour, the first lesson that they will learn here is related
with the change in the properties of flour after its interaction with the water. It will give them
an idea that how matters change their properties (Whiteboard, 2012). This exercise will also