A Cultural-Historical Study of Fleer's Conceptual PlayWorld, Drawings and a Diorama: Creating Motivating Conditions for Preschoolers' Scientific Thinking

This cultural-historical study carefully investigated the implementation of Fleer’s Conceptual PlayWorld as a model of intentional teaching in play-based settings. The study involved preschoolers aged 3–4 years old and their early childhood teachers and educators. Conducted over 16 months the study presents methodological innovations using a digital diorama to create developmental conditions for STEM teaching and learning in preschools. The analysis shows that the model empowered teachers to support preschoolers' scientific thinking in imaginary play. The preschoolers represented their emergent scientific thinking and problem-solving abilities through drawings. The data clearly demonstrates teachers' and educators emerging capacities to implement Fleer’s Conceptual PlayWorld supporting children’s understandings of STEM concepts in play-based settings.