Conceptual PlayWorld Starters for Families - Time for Bed 2020
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Conceptual PlayWorld Starters for Families
Time for Bed by Mem Fox
What is a Conceptual PlayWorld?
Conceptual PlayWorld is an evidence-based model of intentional teaching developed by Laureate Professor
Marilyn Fleer at Monash University. Based on her extensive research and experience of working with young
children, educators and families this model values children’s play and stories in their learning of STEM
(science, technology, engineering and mathematics) concepts.
A Conceptual PlayWorld can be inspired by a children’s book or a fairy tale story. In family home setting the
Conceptual PlayWorld model can guide to create an imaginary scenario where young children are invited to
go on exploratory journeys. A challenge or problem is introduced that motivates the child to learn STEM
concepts – all while playing. The drama enacted through the story helps children to develop empathy with
characters and be motivated to learn and solve problems. This imaginary world enables families to deliver
play-based experiences for young children where concepts (that would otherwise be difficult to explain) are
brought to life. In a Conceptual PlayWorld for children: Imagination is the limit!
1STEM concepts explored in this Conceptual PlayWorld: Light and Shadow
This is a story about the end of the day, when darkness falls baby animals are getting ready for bedtime.
Here it is used as the basis for a Conceptual PlayWorld to explore the science concept of light and shadow
with children. As families participate and create imaginary situations in this Conceptual PlayWorld we hope
that it will enhance children’s curiosity and motivate them to use their new understandings to explore the
concept of light and shadow in their everyday world.
The Five Characteristics of Conceptual Playworlds (Fleer, 2018)
Pedagogical characteristics Pedagogical practices that are planned
Selecting a story for the • Working with understandings of the context of children’s
Conceptual PlayWorld development and their interests (shared everyday
experiences of going to bed, lights, sun and the moon)
• Selecting a story that is enjoyable to children and adults
(rhyme, soothing story, baby animal characters, bedtime
routine)
• Building empathy for the characters in the story (the
drama of “trying to get some sleep before the sun comes
up”, and the magic of night time e.g. darkness, stars; the
child receives a letter from the fictional characters
explaining they are ‘so lonely’ because their shadow
friends have disappeared and asking for help)
• A plot that lends itself to introducing a problem situation
to the children (How is a shadow created? Are there
shadows at night? How can we make shadows bigger or
smaller?)
• Being clear about the concept and its relation to the story
and play plot to be developed (light and shadow, three
elements: light source-obstacle-shadow)
2Designing a Conceptual • Creating different spaces that give opportunities for
PlayWorld space exploring both concepts (set up a space that might
include a dark box, tent or a cubby to explore with
torches and different sized and shaped objects; draw
each other’s shadows during different times of the day;
shadow puppet theatre at night; shadow dance to
music) and social and emotional development (chose a
part of your home e.g. the living room or garden, where
you can enter and exit play as often as you like to create
empathy with the baby animal characters going at
bedtime - and missing their shadow friends)
• Designing different opportunities for child-initiated play in
ways that develop the play plot further or explore
concepts and make them more personally meaningful
(make animal puppets with open ended/or recycled
materials for a shadow puppet theatre; create a nature
setting with animal figurines; open ended material for
role play e.g. various homemade animal ears or tails)
• Planning different opportunities for representing
children’s ideas and expressing their understandings
(become ‘shadow detectives’ taking photographs of
shadows in the environment; drawings of shadows (light
source e.g. torch or sun, in front of an object and the
dark shadow).
3Entering and exiting the • Family enters the Conceptual PlayWorld (imagine
Conceptual PlayWorld space traveling to bedtime e.g. sing ‘Twinkle Twinkle Little
Star’, pretend to put on pyjamas, pretend to wind the
clock forward/backwards to enter and exit the
PlayWorld playing animals putting their young to bed,
e.g. pretend to yawn)
• Family members are in the same imaginary situation
(pretending to be in a nighttime setting together,
enacting bed time together)
• Family members/children chose characters as they enter
into the imaginary situation (e.g. chose to be the mouse
before entering play)
• Parent/caregiver is always a character in the story or
acting as a human prop (e.g. as the goose, or the cat
being part of the nighttime routine, being the parent
animal, pretending to be the baby animal and vice versa
inviting role reversal)
Planning the play inquiry or • Children have enough knowledge to be able to solve the
problem scenario problem – introduced inside or out of the imaginary
situation (Making a shadow with a light source and an
object such as an animal puppet inside the play;
Designing a shadow puppet theatre outside the play)
• The problem scenario is dramatic and engaging (The baby
animals can’t find their shadow at night when there is no
light. They ask the child/ren at home for help. Where is
their shadow?)
• Problem scenario is not scripted, but a general idea of the
problem is planned (The animals leave a message, a
4letter for the child at home saying “Please help us find
our shadows, we are lonely, we need your help.”)
• Being clear about the concepts that will be learned from
solving the problem situation (A shadow is a dark shape
that forms when an object blocks some of the light).
• Concepts are in service of the play (light & shadow; the
size and shape of shadows change depending on the
light source e.g. distance; silhouette, three-dimensional
& two-dimensional shape, light and dark, opaque,
transparent, translucent)
Planning parent interactions • Parents are not always the same character. Roles are not
to build conceptual learning scripted. (Invite other family members or soft toys to be
in role in role as a character e.g. Parents might be a cow or
horse, and invite the child to be part of the animal
family. If there is another adult or sibling they can be in
role or help to solve the problem e.g how to create
shadows)
Note: There are different roles that parents can be aware of
and adopt when playing and solving problems in a PlayWorld.
Parents can:
- Be equal with the child e.g. “Let’s work out how to
create a shadow together.”
- Lead the child e.g. “This is a shadow. This is the dark
shape formed by my body when I’ve blocked light
coming from the Sun.”
- Ask the child to help e.g. “Show me how the shadow
changes when we move the lamp.”
- Be with the child ‘together’ e.g.“Let’s pretend to put
the baby to sleep” holding the doll together. Or taking
5the child’s hand and pointing together “Look there is a
shadow.”
Fleer, M. (2018). Conceptual Playworlds: Foregrounding imagination and creativity as foundational for children’s
learning, Monash University Working Paper: https://www.monash.edu/conceptual-playworld
Suggested Conceptual PlayWorld Planner:
Monday Read the story and create empathy for the characters about going to sleep,
drawing attention to night time e.g. darkness and stars. Create empathy for
the characters about missing their shadow friend to motivate the child to
solve the problem.
Make puppets and play.
Ask ‘what do you know about light? What does a shadow look like?’ This
would help to explore your child’s thinking.
Tuesday Entering and exiting the play to role play the story (with simple props such
as a homemade animal tail or ears). For example, putting the animals to
sleep. Parents to role model the excitement and adventure of play together.
Explore everyday experiences of shadows e.g. be ‘shadow detectives’ and
look for shadows in your home. These everyday experiences will make the
learning meaningful.
Then explore how to create shadows in a dark space such as a tent, cubby
or box (Parents to support the child experiment with changing the size and
shape of the shadow). This makes the science come to life.
Wednesday Child finds a letter from the fictional characters (written by the parent).
Something like: “Dear Children...please help us find our shadows, we are so
lonely without them!
Find the letter from the animals in the story asking for help”.
6Creating a dramatic moment. Parent to role model the suspense of finding
the letter, and the excitement of opening and reading the letter from the
fictional characters and emphasise that the animals need help.
Thursday Lead the children in learning scientific understandings about light sources,
objects and shadow. Use terminology such as ‘dark’ and ‘shape’. Read
factual books and use the internet to learn about shadows. Invite children
to draw and represent their understandings about shadows. Parents explain
to the child what a shadow is and how to create a shadow.
Friday In role, enter the Conceptual PlayWorld and solve the problem together;
that is, help the baby animals to create shadows. Your child can learn more
with your help as a play partner. Celebrate with a shadow puppet theatre or
find a way to share your new knowledge with others.
Footnotes:
When reading the story with your child, there are opportunities to challenge everyday understandings and
develop scientific ideas. Some examples include:
● Does the whole wide world go to bed at the same time?
● Which animals care for their young?
● What do baby bees actually look like?
● What are baby sheep called?
If older siblings are involved more complex knowledge can be developed, for example:
● Where does light come from?
● Light travels in a straight line.
● The Earth revolves around the Sun, thus the light source from the Sun is moving.
● If you have two light sources you can get two shadows from one object.
If younger siblings are involved participation in play can be encouraged, for example:
● Focus on the rhyme, rhythm of language, play on words and song.
7● Focus on the emotion of the animal characters, invite the child to play by enacting bedtime
together.
● Shadow play with fingers, create opportunities for rich language experiences describing how
shadows are formed e.g. “When I move my hand the shadow moves too.”
Resources & Experiences:
Shadows | The Dr. Binocs Shows | Educational Videos For Kids
https://www.youtube.com/watch?v=lOIGOT88Aqc
What are shadows? |It’s not rocket science! | Kids Educational Videos
https://www.youtube.com/watch?v=7LWoUKQ4ayg
Light and Shadow - Fun Science Experiment | Animated Video on Facts of Science for Kids
https://www.youtube.com/watch?v=dCk3HR4qwO0
Following the Sun: Crash Course Kids #
h8.2ttps://www.youtube.com/watch?v=1SN1BOpLZAs
Fun Shadow Activities and Experiments for Kids
https://rhythmsofplay.com/educational-shadow-activities-for-kids/
Shadow play: South Australia Department for Education
https://www.education.sa.gov.au/parenting-and-child-care/parenting/learning-your-child-
greatstart/working-it-out/shadow-play
Shadows Investigation: University of Canberra
https://portfolio.canberra.edu.au/view/view.php?id=683&modal=1&artefact=44525
Me and My Shadow: South Australia Department for Education :
https://www.education.sa.gov.au/parenting-and-child-care/parenting/learning-your-child-
greatstart/working-it-out/me-and-my-shadow
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