The introduction of intentionality and play-based learning in the Australian early years learning framework (2009, 2022) has brought forward a theory-practice contradiction. Early childhood teachers are expected to navigate between the longstanding tradition of designing interest-based programs and curriculum guidelines for intentional teaching to drive conceptual learning and children's development. Positioned as a continuum of child-led to teacher-led early childhood practice, a tension of seemingly opposing forces presents itself. At play is the dominance of developmental theories of following children's interests when planning curriculum content, the teacher's role in children's play, and the belief of not interfering in children's play. To investigate the contradiction, we conducted an educational experiment using Fleer's Conceptual PlayWorld (CPW) to provide opportunities for teachers to conceptualise play and learning in unity and to position teachers as having an active and intentional role in children's play. This paper presents 20.8 h of digitally recorded data taken over three periods. The CPW created conditions of synthesis, where a conjunction between intentional teaching and interest-based approaches was identified. That is, both actions and theoretical framing were occurring at the same point in time and space. Founded on cultural-historical theory, the CPW provided teachers with a new pedagogical tool that enabled them to develop their roles as active and intentional in children's imaginary play to support STEM concept development.
Parkes et al. (Tue,) studied this question.