A Study of Children’s STEM Learning in the Chinese Kindergarten Context: Conceptual PlayWorld as a New Play Practice

Drawing from cultural-historical theory, this study explored how a Conceptual PlayWorld created conditions for children's STEM learning in the Chinese kindergarten context. As a part of the educational experiment, the Conceptual PlayWorld was implemented in two classrooms with 4 to 5- year-old children for seven months. Digital video observation and interviews were used to collect data. Applying Hedegaard's three levels of interpretation, findings revealed that the Conceptual PlayWorld created a new social situation for Chinese children through collective imaginary situations, dramatic problems, play narratives and dynamic interactions. This new play practice promoted Chinese children’s agency, meaningful learning and theoretical thinking in STEM.