Examining the process of science concept formation in infancy under the conditions of a Conceptual PlayWorld

This thesis explores how infants begin to develop early understandings of everyday science concepts within educational play-based settings, addressing a critical gap in early childhood science education research. Using a cultural historical approach, the thesis examines Fleer’s Conceptual PlayWorld as a model for science learning in infancy. Through two Educational Experiments conducted at an Early Childhood Education Years Education Center, findings reveal that Fleer’s Conceptual PlayWorld fosters collective imaginary play, enabling educators to engage infants in exploring science phenomena collectively. The study emphasises the pivotal role of props chosen and used by educators, as well as the specific conditions created by Conceptual PlayWorld in supporting infants' science learning experiences. This research contributes valuable insights into the process of science concept formation during infancy, supporting educators to engage infants in science learning experiences through play.