Conceptual PlayWorlds in Family Settings: Creating Conditions for Children’s STEM Concept Formation

Fleer’s Conceptual PlayWorld model was used as an intervention into family practice to examine how parents of toddlers and pre-schoolers can create motivating conditions for STEM learning. This model is based on the notion that imagination is strongly associated with children’s conceptual development and that adults can support STEM learning by entering imaginary play scenarios in meaningful ways. The study found that parents initiated new ‘agentic’ practices including participation in imaginary play and the intentional introduction of conceptual information. This, in turn, supported children’s STEM learning.