| WP 71 | Exploring Science Concepts in Everyday Interactions with Infant-toddlers at Home: Caregivers’ Raised Science Consciousness Through Fleer’s Conceptual PlayWorld (pdf)
Yu, S., Fleer, M. & Rai, P. (2026). |
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WP 70
| Playful STEM Learning A Cultural-Historical Analysis of a Child’s Motive Orientation within a Conceptual PlayWorld. International Journal of Early Childhood, 1-24.(pdf)
Ramunno, O., Fleer, M., Rai, P., & Suryani, A. (2025). |
WP
69
| Girls imagineering: A cultural-historical study of preschool children’s first experiences of engineering education in play-based settings. (pdf)
Fleer, M. (2025).
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WP
68
| Imaginating in preschools: A cultural-historical study of girls’ first experiences of STEM education in play-based settings. (pdf)
Fleer, M. (2025).
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WP 67
| Young children’s mathematical problem solving and thinking in a playworld. Math Ed Res J 35, 23–44 (pdf)
Li, L., Disney, L. (2023).
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WP 66
| Mathematics teaching: A study of early childhood teachers’ pedagogical positioning in a playworld context (pdf)
Disney, L., & Li, L. (2022).
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WP 65
| Studying teacher professional development: how a Chinese kindergarten teacher brings play practices into the program. (pdf)
Li, L., Fleer, M., & Yang, N. (2021).
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WP 64
| Developing a pedagogy of play: toddlers’ conceptual learning in a PlayWorld. (pdf)
Li, L. (2020).
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WP 63
| Methodological Principles of Educational Experiment: Conceptual Playworld with Families for Children's Stem Learning in Their Home Setting (pdf)
Rai, P., & Fleer, M. (2023).
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WP 62
| New worlds of play-based learning (pdf)
Fleer, M. (2021).
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WP 61
| Reimagining maths learning - insights from a conceptual playworld project (pdf)
Simmons, K., & Fleer, M. (2023).
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WP 60
| A Cultural-Historical Study of Teacher Development: How Early Childhood Teachers Meet the Demands of a Theoretical Problem in STEM for Practice Change (pdf)
Fleer, M. (2023).
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WP 59
| Innovation in early childhood and primary education (pdf)
Fragkiadaki, G., Fleer, M., & Rai, P. (2021).
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WP 58
| Collective imagining: The early genesis and development of a sense of collectiveness during infancy. (pdf)
Fragkiadaki, G., Fleer, M., & Rai, P. (2021).
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WP 57
| Parent pedagogical positioning to create conditions for preschooler STEM learning using a Conceptual PlayWorld approach (pdf)
Nedovic, S., Fleer, M., & Rai, P. (2024, 2024/10/01/).
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WP 56
| Infants and toddlers in imaginary play situations: The genesis and conditions that support the development of imagination (pdf)
Fleer, M. (2024).
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WP 55
| Cultural-historical Digital Methodology in Early Childhood Settings (pdf)
Fleer, M., et al. (2024).
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WP 54
| A cultural-historical study of how educators create conditions for infant and toddler learning in science (pdf)
Fleer, M., March, S., & Suryani, A. (2024).
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WP 53
| Contributing to SDGs through Conceptual PlayWorlds: Changing the STEM story for children, families, and teachers (pdf)
Suryani, A., March, S., Fleer, M., Rai, P. (2024).
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WP 52
| Contradictions and roadblocks: a cultural- historical study of educators’ beliefs and practices in the teaching of science concepts to infants and toddlers (pdf)
Fleer, M., March, S., & Suryani, A. (2024).
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WP 51
| From objects to artefacts to props: The role of objects in infant-toddlers' play and imagination in Conceptual PlayWorlds in family settings (pdf)
Suxiang Y., Fleer, M. & Rai, P. (2024).
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WP 50
| Rising to the concrete: A cultural-historical study of concept development of infants and toddlers in imaginary situations (pdf)
Fleer, M. (2024).
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WP 49
| Theory-informed beliefs in early childhood education: contradictions in child development theories and models of play (pdf)
Suryani. A., Fleer, M., 2024.
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WP 48
| An analysis of a child’s experiences in playing a gendered character during playworld (pdf)
Utami, A.D., Fleer, M. & Li, L., 2020.
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WP 47
| Shift in teachers’ pedagogical practices in play-based programme in Indonesia (pdf)
Utami, A.D., Fleer, M. & Li, L., 2020.
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WP 46
| The ‘Player’ role of the teacher in Playworld creates new conditions for children’s learning and development (pdf)
Utami, A.D., Fleer, M. & Li, L., 2022.
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WP 45
| Conceptual PlayWorld: creating motivating conditions for new kindergarten practices in China to support engineering education (pdf)
Wang, Y., Ma, Y., Li, L and Fleer, M., 2023.
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WP 44
| Creating Conditions for Chinese Kindergarten Teacher’s Professional Development in Play-based Setting. Early Years (pdf)
Wang, Y. Li, L, Fleer, M. and Ma, Y., 2023.
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WP 43
| Conceptual PlayWorld for Infant-Toddlers: The Unique Nature of Becoming a Science Learner in the Early Years of Life. Research in Science Education (pdf)
Fleer, M., 2023.
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WP 42
| Perezhivanie: An Investigation into Drama and Emotions as Children Enter a Conceptual PlayWorld (pdf)
Utami, A. D., Fleer, M., Li, L., 2023.
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WP 41
| A cultural-historical study of emotions in play: catharsis and perezhivanie in an institutional care setting (pdf)
Meng, X., Fleer, M., Li, L., Hammer, M., 2023.
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WP 40
| The role of imagination in science education in the early years under the conditions of a Conceptual PlayWorld (pdf)
Fleer, M., 2023.
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WP 39
| The hidden and invisible: supporting science learning in infants’-toddlers’ group settings (pdf)
Fragkiadaki, G., Fleer, M., & Rai, P., 2023.
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WP 38
| Zoom play: Affectively mobilised collective play across Family Day Care settings (pdf)
Fleer, M., Rai, P., 2023.
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WP 37
| A cultural-historical study of how a conceptual playworld creates conditions for personally meaningful mathematics in the Chinese kindergarten context (pdf)
Ma, Y., Fleer, M., Li, L., Wang, Y., 2023.
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WP 36
| Collective imaginary situation as a site of diagnostic assessment: A cultural-historical analysis of children’s emerging science motive orientations in a Conceptual PlayWorld (pdf)
Rai, P., Fleer, M., Fragkiadaki, G., 2022.
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WP 35
| Collective play: the new conditions for children’s development in an institutional care setting (pdf)
Meng, X., Fleer, M., Li, L., & Hammer, M., 2021.
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WP 34
| A cultural-historical study of the development of emotion regulation through collective play in an institutional care setting in China (pdf)
Meng, X., Fleer, M., Li, L., & Hammer, M., 2022.
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WP 33
| Science concept formation during infancy, toddlerhood, and early childhood: Developing a scientific motive over time (pdf)
Fragkiadaki G, Fleer M, Rai P., 2021.
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WP 32
| The role of props in promoting imagination during toddlerhood (pdf)
Yonzon, K. C., Fleer, M., Fragkiadaki, G., & Rai, P., 2022.
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WP 31
| Balancing play and science learning - developing children's scientific learning in the classroom through imaginary play (pdf)
Fleer. M, 2022.
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WP 30
| Promoting Chinese children's agency in science learning: Conceptual PlayWorld as a new play practice (pdf)
Ma, Y., Wang, Y., Fleer, M., & Li, L., 2022.
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WP 29
| Balancing play and science learning: Developing children’s scientific learning in the classroom through imaginary play (pdf)
Marilyn Fleer, 2021.
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WP 28
| The dialectical relation of real and digital Conceptual PlayWorlds in Family Day Care (pdf)
Marilyn Fleer, Prabhat Rai & Glykeria Fragkiadaki, 2022.
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WP 27
| Digital 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.
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WP 26
| A 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.
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WP 25
| The social and cultural genesis of collective imagination during infancy (pdf)
Fragkiadaki, G., Fleer, M., & Rai, P., 2021.
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WP 24
| How 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.
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WP 23
| An 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.
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WP 22
| Increasing girls’ STEM engagement in early childhood: Conditions created by the Conceptual PlayWorld model (pdf)
Stephenson, T., Fleer, M., & Fragkiadaki, G., 2021.
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WP 21
| The genesis of design: learning about design, learning through design to learning design in play (pdf)
Marilyn Fleer, 2021.
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WP 20
| Imagination 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.
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WP 19
| The place of theoretical thinking in professional development: Bringing science concepts into play practice (pdf)
Fleer, M., Fragkiadaki, G., & Rai, P., 2021.
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WP 18
| Early Childhood Science Education from 0 to 6: A Literature Review (pdf)
O’Connor, G., Fragkiadaki, G., Fleer, M., & Rai, P., 2021.
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WP 17
| Theorising Digital Tools: Mutual Constitution of the Person and Digital in a Conceptual PlayWorld (pdf)
Rai, P., Fleer, M. & Fragkiadaki, G., 2021.
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WP 16
| Playworlds 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.
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WP 15
| Digitally animated play practices: New conditions for children’s development in play-based setting (pdf)
Fleer, M., 2018.
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WP 14
| The 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.
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WP 13
| Methodological Challenges of Studying Children in a Living Laboratory: Case example of Conceptual PlayLab (pdf)
Fleer M., Fragkiadaki G., Rai P., 2020.
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WP 12
| Engineering PlayWorld – supporting children to collectively design, imagine and think using engineering concepts (pdf)
Fleer, M., 2020.
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WP 11
| How Conceptual PlayWorlds in preschool settings create new conditions for children’s development during group time (pdf)
Fleer, M., 2021.
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WP 10
| Conceptual PlayWorlds as a pedagogical intervention: Supporting the learning and development of the preschool child in play-based setting (pdf)
Fleer, M., 2019.
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WP 09
| An ecology of Playworlds: A study into the reach of Lindqvist’s legacy in testing times (pdf)
Fleer, M., 2019
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WP 08
| STEM begins in infancy: Conceptual PlayWorlds to support new practices for professionals and families (pdf)
Fleer, M., Fragkiadaki, G., & Rai, P., 2020
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WP 07
| Studying the relations between motives and motivation – How young children develop a motive orientation for collective engineering play (pdf)
Fleer, M., 2020
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WP 06
| Digital pop-ups: Studying digital pop-ups and theorising digital pop-up pedagogies for preschools (pdf)
Fleer, M., 2020
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WP 05
| Future imaginings of being and becoming an engineer: Microassaults, microinsults and microinvalidations when girls dare to engineer in preschool (pdf)
Fleer, M., 2019
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WP 04
| Digitally amplified practices: Beyond binaries and towards a profile of multiple digital coadjuvants (pdf)
Fleer, M., 2019
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WP 03
| Examining the psychological content of digital play through Hedegaard’s model of child development (pdf)
Fleer, M., 2018
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WP 02
| Conceptual Playworlds: Foregrounding imagination and creativity as foundational for children’s learning (pdf)
Fleer, M., 2018
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WP 01
| Scientific playworlds: A model of teaching science in play-based settings (pdf)
Fleer, M., 2017 |
