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ERIC Number: EJ945993
Record Type: Journal
Publication Date: 2011
Pages: 17
Abstractor: As Provided
Reference Count: 68
ISSN: ISSN-1463-9491
"Conceptual Play": Foregrounding Imagination and Cognition during Concept Formation in Early Years Education
Fleer, Marilyn
Contemporary Issues in Early Childhood, v12 n3 p224-240 2011
The international trend to increase the cognitive achievement of early childhood children has generated a need for better understanding how concept formation occurs within play-based programs. Yet the theories of play for supporting early childhood professionals were originally not conceptualized with this need in mind. In this article, concepts from cultural-historical theory are used to theorise how imagination and cognition can work together in play-based programs to support concept formation. This article theorises at a psychological level how both cognition and imagination work in unity and develop in complexity, with imagination acting as the bridge between play and learning. A dialectical view of imagination and cognition is foregrounded, and through this a new theory of play, named as conceptual play, is introduced. It is argued that "conceptual play" will help teachers to work more conceptually with children in their play-based programs. (Contains 6 figures.)
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A