Mapping the Relations Between Everyday Concepts and Scientific Concepts Within Playful Learning Environments

This paper presents the findings of a study which sought to map the relations between everyday concepts and scientific concepts within situated playful encounters in early childhood settings. Video and transcript data were gathered from one preschool over a four-week period. All free play and organised play activities were captured. The study found that children’s investigative probes were mostly random when teacher knowledge of the concepts was limited. The findings add to Vygotsky's theoretical work on complexive thinking and provide new insights into how play-based contexts generate or minimise concept formation in early childhood.