Children’s play with imaginative technologies

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Early childhood settings value play as the way young children learn and educators encourage children’s re-enactment of cultural practices in the imaginative play spaces provided. From a cultural-historical perspective, children expect these imaginative play spaces to contain objects from their social contexts, but what happens when technologies are not provided? Jo Bird discusses children’s imaginative play involving working and imaginative technologies within two kindergartens (the year before formal schooling).

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