A Cultural-Historical Study of Children Learning Science: Foregrounding Affective Imagination in Play-based Settings

This book moves beyond the traditional constructivist and social—constructivist view of learning and development in science. It draws upon cultural—historical theory in order to theorise early childhood science education in relation to our currently globalised education contexts. The book argues that concept development in science for young children can be better theorised by using Vygotsky’s concept of Imagination and creativity, Vygotsky’s theory of play, and his work on higher mental fun...