Noticing relationally: Supporting children's and their caregivers' engagement in an Australian playgroup

This study examines noticing relationally as an emerging pedagogical assessment practice within a Conceptual PlayWorld designed to foster STEM engagement among children and their caregivers in an Australian playgroup. A Conceptual PlayWorld ( Fleer, 2019a , Fleer, 2019b , Fleer, 2020 , Fleer, 2021 ) is a play-based pedagogical and learning model that engages children and adults in imaginary play to support STEM learning. Sixteen children aged 13 months to 4 years and their caregivers participated over 10 months in a suburban playgroup in Melbourne. The first author, as a researcher and pedagogue, collaborated with participants and documented interactions on video. Edwards, 2005 , Edwards, 2010 , Edwards, 2011 theorisation of relational agency and Hedegaard's (2002) work on motives informed the data analysis. In a Conceptual PlayWorld, imaginary play problems are developed through stories, offering opportunities for adults and children to collaborate and respond to characters in need of help. The analysis suggests that noticing relationally foregrounds pedagogical assessment as a responsive, relational in situ practice of observation. Caregivers and the researcher observed and assessed in situ, developing their pedagogical practices to support children's STEM learning by aligning their support with children's motives, and helping them develop meaning about the play problem, thereby creating motivating conditions for STEM engagement.