Publications

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Conceptual PlayLab

Publications

Working papers

Please note, the years stated below are the years of actual publication, rather than when the working paper was first released.

WP 31Balancing play and science learning - developing children's scientific learning in the classroom through imaginary play (pdf)
Fleer. M, 2022.
WP 30Promoting Chinese children's agency in science learning: Conceptual PlayWorld as a new play practice (pdf)
Ma, Y., Wang, Y., Fleer, M., & Li, L., 2022.
WP 29Balancing play and science learning: Developing children’s scientific learning in the classroom through imaginary play (pdf)
Marilyn Fleer, 2021.
WP 28The dialectical relation of real and digital Conceptual PlayWorlds in Family Day Care (pdf)
Marilyn Fleer, Prabhat Rai & Glykeria Fragkiadaki, 2022.
WP 27Digital games for spatial reasoning in the early years: Building the foundations for STEM learning (pdf)
Dang, H., Forwood, E., Peiris, S., Seeley, S., Rai, P., Fleer, M., & Li, J., 2020.
WP 26A Cultural-historical Critique of How Engineering Knowledge is Constructed Through Research in Play-based Settings: What Counts as Evidence and What is Invisible? (pdf)
Marilyn Fleer, 2021.
WP 25The social and cultural genesis of collective imagination during infancy (pdf)
Fragkiadaki, G., Fleer, M., & Rai, P., 2021.
WP 24How children create their own conditions for learning concepts in child-initiated play: When concepts act in service of children’s play (pdf)
Marilyn Fleer, 2021.
WP 23An educational experiment into how to bring discipline concepts into play: How a theoretical problem acts as a source of teacher development (pdf)
Marilyn Fleer, 2021.
WP 22Increasing girls’ STEM engagement in early childhood: Conditions created by the Conceptual PlayWorld model (pdf)
Stephenson, T., Fleer, M., & Fragkiadaki, G., 2021.
WP 21The genesis of design: learning about design, learning through design to learning design in play (pdf)
Marilyn Fleer, 2021.
WP 20Imagination as a source of professional practice change: A cultural-historical study of the unique characteristics of early childhood teacher professional development (pdf)
Fleer, M., Fragkiadaki, G., & Rai, P., 2021.
WP 19The place of theoretical thinking in professional development: Bringing science concepts into play practice (pdf)
Fleer, M., Fragkiadaki, G., & Rai, P., 2021.
WP 18Early Childhood Science Education from 0 to 6: A Literature Review (pdf)
O’Connor, G., Fragkiadaki, G., Fleer, M., & Rai, P., 2021.
WP 17Theorising Digital Tools: Mutual Constitution of the Person and Digital in a Conceptual PlayWorld (pdf)
Rai, P., Fleer, M. & Fragkiadaki, G., 2021.
WP 16Playworlds as an evidence-based model of practice for the intentional teaching of executive functions. (pdf)
Fleer, M., Walker, S., White, A., Veresov, N. & Duhn, I., 2020.
WP 15Digitally animated play practices: New conditions for children’s development in play-based setting (pdf)
Fleer, M., 2018.
WP 14The Legacy of Gonzalez Rey’s Concept of Subjectivity Continues to Inform and Inspire: A Study of Imagination in STEM and Imagination in Play (pdf)
Fleer, M., 2020.
WP 13Methodological Challenges of Studying Children in a Living Laboratory: Case example of Conceptual PlayLab (pdf)
Fleer M., Fragkiadaki G., Rai P., 2020.
WP 12Engineering PlayWorld – supporting children to collectively design, imagine and think using engineering concepts (pdf)
Fleer, M., 2020.
WP 11How Conceptual PlayWorlds in preschool settings create new conditions for children’s development during group time (pdf)
Fleer, M., 2021.
WP 10Conceptual PlayWorlds as a pedagogical intervention: Supporting the learning and development of the preschool child in play-based setting (pdf)
Fleer, M., 2019.
WP 09An ecology of Playworlds: A study into the reach of Lindqvist’s legacy in testing times (pdf)
Fleer, M., 2019
WP 08STEM begins in infancy: Conceptual PlayWorlds to support new practices for professionals and families (pdf)
Fleer, M., Fragkiadaki, G., & Rai, P., 2020
WP 07Studying the relations between motives and motivation – How young children develop a motive orientation for collective engineering play (pdf)
Fleer, M., 2020
WP 06Digital pop-ups: Studying digital pop-ups and theorising digital pop-up pedagogies for preschools (pdf)
Fleer, M., 2020
WP 05Future imaginings of being and becoming an engineer: Microassaults, microinsults and microinvalidations when girls dare to engineer in preschool (pdf)
Fleer, M., 2019
WP 04Digitally amplified practices: Beyond binaries and towards a profile of multiple digital coadjuvants (pdf)
Fleer, M., 2019
WP 03Examining the psychological content of digital play through Hedegaard’s model of child development (pdf)
Fleer, M., 2018
WP 02Conceptual Playworlds: Foregrounding imagination and creativity as foundational for children’s learning (pdf)
Fleer, M., 2018
WP 01Scientific playworlds: A model of teaching science in play-based settings (pdf)
Fleer, M., 2017

Media releases

10 June 2020
Play-based learning empowers young girls to become scientists, engineers
Monash University News

02 September 2019
Top honour for Monash researcher dedicated to improving early childhood education
Monash University News

19 March 2019
Science and engineering child's play, but vital for Australia's future
Monash University News