"Conceptual Play": Foregrounding Imagination and Cognition during Concept Formation in Early Years Education

Autor/in	Fleer, Marilyn
Titel	"Conceptual Play": Foregrounding Imagination and Cognition during Concept Formation in Early Years Education
Quelle	In: Contemporary Issues in Early Childhood, 12 (2011) 3, S.224-240 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1463-9491
DOI	10.2304/ciec.2011.12.3.224
Schlagwörter	Imagination; Play; Concept Formation; Schemata (Cognition); Cognitive Development; Preschool Children; Learning Theories; Learning Processes; Classroom Techniques + Suchen Sie Ihr Suchwort? Spiel; Concept learning; Begriffsbildung; Cognition; Schema; Kognition; Kognitive Entwicklung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Learning theory; Lerntheorie; Learning process; Lernprozess; Klassenführung
Abstract	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.) (As Provided).
Anmerkungen	Symposium Journals. P.O. Box 204, Didcot, Oxford, OX11 9ZQ, UK. Tel: +44-1235-818-062; Fax: +44-1235-817-275; e-mail: subscriptions@symposium-journals.co.uk; Web site: http://www.wwwords.co.uk/ciec
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10