Conceptual Playworlds: The Role of Imagination in Play and Learning

Autor/in	Fleer, Marilyn
Titel	Conceptual Playworlds: The Role of Imagination in Play and Learning
Quelle	In: Early Years: An International Journal of Research and Development, 41 (2021) 4, S.353-364 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
DOI	10.1080/09575146.2018.1549024
Schlagwörter	Imagination; Play; Early Childhood Education; Educational Environment; Teacher Attitudes; Preschool Children; Teaching Methods + Suchen Sie Ihr Suchwort? Spiel; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lehrerverhalten; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Teaching method; Lehrmethode; Unterrichtsmethode
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01