Van Vreden, Mignon2018-08-012018-08-012018Van Vreden, M. 2018. Music-inspired free play to foster scientific exploration in early childhood. South African Journal of Childhood Education 8(2), 1-10. [https://doi.org/10.4102/sajce.v8i2.560]2223-76742223-7682 (Online)http://hdl.handle.net/10394/30622https://doi.org/10.4102/sajce.v8i2.560Background: The importance of music and play in early childhood development is widely acknowledged. However, no recent studies have investigated the potential of music-inspired free play to foster scientific exploration. Aim: The purpose of this qualitative case study is to explain the rationale in utilising musical skills, knowledge and experiences during free play to foster scientific exploration, applying a constructivist approach with the learner placed at the centre of the educational process, while the teacher acts as observer and facilitator. Setting: Data were primarily collected through documents to create a concept map that informed observations of preschoolers during free play at two day-care centres in Mohadin in the North-West Province of South Africa. Methods: An explanatory case study provided the context for this study and a document analysis informed the findings. Results: Through data analysis, key themes were identified from the literature and observations to generate a conceptual model that illustrates the influence of music-inspired free play to foster scientific exploration by stimulating creativity and emphasising the necessity of free play in preschool settings. Conclusion: The conclusion of this investigation was a better understanding of the capacity of young learners to apply scientific exploration, utilising a transdisciplinary approach for teaching and learning the sciences in the early years to develop a better understanding of their world through music-inspired free play.enMusicfree playpreschoolscientific explorationearly childhoodArticle