This study focuses on the design of play-based learning activities for chemistry in preschool. Viewing chemistry as a part of our past and present culture instead of as a subject, provides the backdrop for a more holistic approach to chemistry within this specific environment. A cultural-historical perspective, together with scaffolding, emergent science skills and sustained shared thinking, made up the framework for the design of the learning activities. Results show that when scaffolding and emergent science skills are used within the design, they provide good support for both the content and the teacher in the actual learning situation. Working with scaffolding was also beneficial for professional development. However, for a progressive and inclusive activity design, it is essential to take into account aspects of the immediate environment and methods for direct evaluation.

中文翻译：

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在学前环境中设计基于游戏的学习化学活动

这项研究侧重于设计基于游戏的学前化学学习活动。将化学视为我们过去和现在文化的一部分，而不是作为主题，这为在此特定环境中采用更全面的化学方法提供了背景。文化历史观点，脚手架，新兴科学技能和持续的共同思想共同构成了学习活动的设计框架。结果表明，在设计中使用脚手架和新兴科学技能时，它们在实际学习情况下为内容和教师提供了良好的支持。使用脚手架也有益于专业发展。但是，对于渐进式，包容性的活动设计，