Dr Prabhat Rai is a Senior Researcher at the Conceptual PlayLab, Monash University. Led by Sir John Monash Distinguished Emeritus Professor Marilyn Fleer the Lab has strong research presence in the Asia-Pacific region with PhD students from Australia, Bangladesh, China, India, Indonesia, Nepal and Saudi Arabia- to name a few. Their research is building and as such, shines a light on the power of play in early years settings. This is particularly unique, given the focus on science, technology, engineering and mathematics- and how different playscapes can further develop early learning.

Prabhat grew up in the north-east and eastern part of India, in a town near Darjeeling. Prabhat describes it as beautiful. “Located in Eastern Himalayas, it has an average elevation of approximately 7,000 ft. Lot of sand play, playing hide and seek in a nearby jungle with friends.”

“I remember I use to have a lot of unstructured play time. Space to sit and wonder. The fondest memories are being lost in the jungle while playing hide and seek. Playing cricket using a ruler and small paper made balls.”

Prabhat has collected extensive knowledge in his time as an academic, exploring different early years settings, communities, families and now, the role of play and its ability to improve early years outcomes.

We spoke with Prabhat to discover more about his work, with a focus on his current role at the Monash PlayLab.

What role does imagination have in early childhood development?

Imagination is one of the main psychological functions developing in early years. It may not be the main or only function developing in early years but it is very important because it is one of the leading functions that pull children’s early cognitive development.

What five words come to mind when you think about play?

Imagination, Thinking, Fun, Excitement.

What have you learned about how infants play, connect and imagine?

Gopnik (1999) states when we look into the crib we see a “picture of innocence and helplessness, a clean slate”(Gopnik et al., 1999, p. 1). We tend to compare infants or children in early years with fully developed human cognition, resulting in a focus on what children cannot do rather than what they can do. In our work at Conceptual PlayLab we have learnt that young children’s understandings of science or STEM do not develop independently or autonomously on their own but rather they are in dialectical relationship with child’s everyday reality and real-life needs. The point is to create meaningful collective science learning experiences for children.

What are the benefits of having some risk or challenge in play?

“There is a very famous quote from Vygotsky (1967) “In play a child is always above his average age, above his daily behavior; in play it is as though he were a head taller than himself.” (p.16). Play also offers an opportunity to intentionally teach something new to children but the challenge is not to smuggle academic ideas into play but to amplify play and make learning meaningful for children. We create problem solving situations in collective imaginary play that offers challenges which are personally meaningful for children. This is one of the most important lessons I have learnt from our research. Challenge thus need to be thought from the child’s perspective.”

Can you tell us more about Fleer’s Conceptual PlayWorld? How experimental is the current research?

We follow a distinct methodological approach which is doing research and changing practice at the same time. The focus is to develop robust theoretical work which is personally meaningful for children and teachers as well. Following the work of Prof. Mariane Hedegaard, a Danish Psychologist and early childhood expert we use a methodology of ‘educational experiments’, which demands collaborating with the participants and practitioners to create new meaningful practices that could support children’s learning. In our case it is to create a collective imaginary play following Fleer’s Conceptual PlayWorld model.

The Conceptual PlayWorld is Australia’s first research-based model for teaching STEM. What have you learned so far? What are the aims of PlayWorlds? What purpose do they hold?

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.”

The PlayLab- what was the idea behind this living laboratory? What were the primary aims?

The work of Laureate Professor Marilyn Fleer guides the foundation of Conceptual PlayLab at Monash University. We follow a tradition of cultural-historical theory in our research. One of the core agenda items was to create new transformative conditions for children’s STEM learning in early years and especially change the narrative of girls STEM engagement in Australia. With a three-pronged focus on supporting children’s STEM learning in early learning centres, family and community settings, and training teachers for play-based STEM teaching are some of the key goals we have strived to achieve.

What evidence have you found that supports STEM thinking, learning and development in young children?

Conceptual PlayWorld has allowed families and children to engage with STEM concepts. The data shows that there is a social articulation of reason and effort to stand in the ‘space of reasons’ by children and families as they engage to solve a problem which is also personally meaningful to them.

“Unlike traditional science approach that aspires for children to know one answer we follow an approach which focuses on the on the speculative nature of problem solving with multiple solutions. The children learn the same concept but through different pathways.”

We have also delineated the role of adults in children’s play. Often caregivers find it difficult to be a play partner with children. Fleer’s Conceptual PlayWorld with its clear five characteristics of planning support intentional participation of caregivers in children’s play.

What have you learned about STEM in the early years? How does it support early childhood development?

One of the key responses we would like to offer is that play or pretend play is very central to children’s development in early years.

“Our model Fleer’s Conceptual PlayWorld create a collective imaginary situation for children that stretches their imagination, wondering and problem solving all while playing.”

What has it been like working with Laureate award-winning professor Marilyn Fleer and the team at Monash?

It has been an exceptional experience to work at the cutting-edge theoretical research and also contribute to children and their family’s everyday realities. It offered an opportunity to work with Laureate Prof. Fleer but also meet and engage with other experts in the area of cultural-historical theory across the globe and particularly with our key collaborators in Denmark, Norway, Switzerland and the UK.

What does it bring, to have such diverse perspectives and experiences come together in your researcher department?

Delightful experience to be part of a very multicultural team. Apart from Australia our colleagues and PhD students have been from Bangladesh, China, Greece, India, Indonesia, Nepal, Saudi Arabia and many more. This multicultural environment has offered narratives and multiple ways of engaging with children and childhood. It also gives us a unique advantage to engage in the larger multicultural Australian context.

You are a keynote speaker at the upcoming Playgroup Victoria Conference. What can participants expect from your presentation? What do you hope to share and learn as part of this event?

I would be coming to present at a time when we have completed more than five years of work at the Conceptual PlayLab. In terms of research this is still a short time but we have learnt a lot in these years. We have also navigated difficult times of COVID-19 pandemic and this also led to some new ways of working with children and families.

I would be keen to share some of the research done in collaboration with Playgroup Victoria and also some of the emerging findings from our recent Makerspace grant which was led by playgroup.

The talk offers both a set of practical ideas on developing Conceptual PlayWorld in the home setting and key theoretical insights emerging from our research with children in the home settings and playgroups.

Learn more about the Monash Conceptual PlayLab here

Article by Sinead Halliday