The Role of Props in Promoting Imagination during Toddlerhood

Abstract Knowing how children become oriented to imaginary play can help educators in centres better support development. But this begins the first years of life is not well understood. How toddlers transform through their imagination concrete objects (such as accessories, figurines, and books) props (placeholders pivots) for conveying meaning, remains low. Drawing upon cultural-historical theory, study reported paper sought understand role supporting development during toddlerhood. Four aged 1.9–2.1 from an early childhood centre Australia were followed they used play. The design was educational experiment a Conceptual Play World (CPW): collective model practice developing imagination. Digital data CPW being implemented toddler room collected video recordings over two months. Thirteen hours analysed using Vygotskian concepts findings revealed that differentiated use props, made transitions embodiment experience sharing intellectual abstract space where became play, suggesting genesis forms outcomes advance theory inform about