Kindergartens In Cognitive Times By Marilyn Fleer: Article Analysis

The article titled “Kindergartens in Cognitive Times: Imagination as a Dialectical Relation Between Play and Learning” by Marilyn Fleer discusses the importance of imagination in development of complex knowledge. Play as previous studies indicated was key to understanding how kids applied their knowledge and explored their environment as well as involved many imaginative work. The maturational theory guides were based on data eighty years past and so revisions had to be made as that research was insufficient to advise teachers. The idea challenged the maturational theory of play as she argues and supported Vygotsky's view that kids learn about how society functions and how to play the assigned roles in it by play. She then reviews other work building upon this argument Communication between children during this

To solve this, her team did what they termed a dialectical-interactive approach in which the observational research is done with the participants knowledge of being observed. The study's sample size was twenty-four Australian children of preschool age as they played collectively or individually for seventeen days. Their information was gathered through video, family interviews, teacher interviews and photographs. Data was analyzed using a previous theoretical model by Davydov and seeing whether their observations fit it or not. For example, Fleer and her team found that kids observed nature finding something of interest (a bull ant) while doing some imaginative play and then after confirming what it was, making the physical physical representation of it. They understood their results to mean that imagination was present in every aspect of playtime integrating both the real world and the imaginary highlighting its centrality to play and learning. Thus play had to be part of each child's