Abstract
This chapter presents the importance of play space that is created by educators and children to enact and imagine the possibilities of play. In particular how and why educators need to account for the child’s perspective in creating play environments and space in order to support children’s formation of agentic imagination and their imaginative thinking. The relations between imagination and play will be more explicitly explored, alongside the questions of how this is linked to pedagogical strategies for supporting children’s learning and development and how the children’s agentic imagination is generated in play space.
The basic criterion of play is the imaginary situation, which is the space between the real (optical) and sense (imaginary) fields.
(Kravtsov and Kravtsova 2010, p. 29).
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Ridgway, A., Quiñones, G., Li, L. (2015). Imagination in Play: Space and Artefacts. In: Early Childhood Pedagogical Play. Springer, Singapore. https://doi.org/10.1007/978-981-287-475-7_7
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