Conceptual Playworlds: the role of imagination in play and learning

ABSTRACT

Increasingly concerns are expressed about the formalisation of early childhood education and the loss of opportunities for children’s play in a range of European and European heritage countries. This paper takes up this challenge by discussing, from a cultural-historical perspective, the relations between play and learning in pre-school settings. A theoretical discussion of practices and affordances of a Conceptual Playworld, grounded in a cultural historical conception of play, is presented. New concepts are needed for understanding the relations between play and learning in pre-school settings, where the focus has traditionally been on play as the leading activity. Theorised are four key characteristics that emerge from the practice of a Conceptual Playworld illustrated through a practice example of Charlotte’s Web. In this context, it is argued that imagination in play is foundational for imagination in conceptual learning, and therefore play-based programs make a key contribution to the development and learning of the young child.

KEYWORDS:

• Cultural-historical
• play
• Playworlds
• imagination
• schoolification
• leading activity

Disclosure statement

No potential conflict of interest was reported by the author.

Notes

1. van Oers (2013) has queried this positioning of constructs as potentially being interpreted as a dichotomy and thereby problematic.

2. Conceptual Playworld project of Charlotte’s Web can be found in the App Store as a free app (simply search for Fleer’s Conceptual Playworld or find it on https://www.monash.edu/conceptual-playworld).

Additional information

Funding

This work was supported by the Australian Research Council [DP180101030].