Why play works: Conceptual PlayWorlds inspiring learning, imagination and creativity in education

• Preface
• Chapter 1: Overview of a Conceptual PlayWorld
• Chapter 2: Conceptual PlayWorlds in support of equity and access
• Chapter 3: Play Role, drama and learning concepts in a Conceptual PlayWorld
• Chapter 4: Conceptual PlayWorlds in dialogue across international contexts
• Chapter 5: Capturing learning: Assessment in a Conceptual PlayWorld
• Chapter 6: Mathematics in a Conceptual PlayWorld
• Chapter 7: Conceptual PlayWorld: fostering language and literacy learning
• Chapter 8: Using Conceptual PlayWorlds to build Wellbeing
• Chapter 9: Conceptual PlayWorld for families: Why play works for teaching STEM in the home setting
• Chapter 10 : Conceptual PlayWorlds to study the structuring of time into days, weeks and months
• Appendix A: Fleer's Conceptual PlayWorld thinking book
• Appendix B: Planning proforma

The focus of this textbook is on play and learning through a Conceptual PlayWorld. This evidence informed model helps teachers to plan innovative practices relevant for a range of discipline concepts. The teachers and children after reading/hearing a children’s book or nursery rhyme or fairytale jump into the story as characters from the book/story, go on adventures, meet challenges that they solve and return to the real world enriched, and excited to go back in for another adventure (potentially bringing with them things they have learned to enrich their play). The 5 characteristics of planning for a Conceptual PlayWorld are: 1) Selecting a story, 2) Designing an imaginary play space; 3) Planning an exciting entry and entry into that space; 4) Planning a problem that the characters of the story (children in role) will meet and need to solve using concepts; 5) Planning the role of the adults in the imaginary play.

This evidence-informed model forms the foundation of each chapter in the book. Students will learn:

● what is a Conceptual PlayWorld

● the research that underpins a Conceptual PlayWorld

● how to plan and implement a Conceptual PlayWorld

● how to contextualise a Conceptual PlayWorld for specific ages, contexts and discipline content

● how to assess and make learning visible in a Conceptual PlayWorld

● to be leaders and innovators by designing creative and imaginative programs using a Conceptual PlayWorld model of pedagogical practice

● the utility of Conceptual PlayWorlds for creativity, imagination, and wellbeing.