Conceptual PlayWorlds: Bringing Together Imaginary Play and Imagination in Design to Amplify Technological Learning

The notion of play as a foundation for design-based learning is increasingly recognised. Children imagine in play, but they also imagine their designed solutions in technology education. How play creates the learning conditions for STEM has been the focus of research in the Conceptual PlayLab. Through a series of studies into imagination in play and imagination in STEM, a model of practice has been developed. Called a Conceptual PlayWorld, this model of STEM teaching is for children from early childhood through to the end of primary school. We followed 13 children (3.0–5.8 years, mean age of 4.8 years) and two teachers engaged in a Conceptual PlayWorld of Robin Hood in an integrated STEM unit, where technological activity was amplified and design-based learning supported. Results show how over three periods, children’s designs developed from collective problem formulation to collective design solutions, and how the play narrative amplified design in technology education. Drawing on a cultural-historical conception of imagination and creativity, this chapter outlines the nature and importance of play in bringing forward design in technology education as a unique characteristic of STEM.