Children’s Collective Imagination in Play: A Preschooler’s Bilingual Heritage Language Development

Abstract

Empirical studies have developed on children’s play theory and have discussed how play supports children’s development. However, much of the research has focused on play-based programmes in preschool settings, such as interactions between teachers and children and peer play (Andresen, Cult Psychol 11(4):387–414, 2005; Bodrova, Eur Early Child Educ Res J 16(3):357–369, 2008; Duncan and Tarulli, Early Educ Dev 14(3):271–292, 2003; Fleer, Early learning and development: Cultural-historical concepts in play. Cambridge University Press, Melbourne, 2010; Fleer, Contemp Issues Early Child 12(3):224–240, 2011; Lindqvist, Early Years 21(1):7–14, 2001). Very little empirical work has been directed towards the interactions between parents and children in play. This study offers a new direction for researching children’s play. Drawing upon Vygotsky’s concept of play and imagination and Fleer’s (Early learning and development: Cultural-historical concepts in play. Cambridge University Press, Melbourne, 2010) model of imagination and creativity, this chapter focuses on researching how Chinese-Australian parents interact with their children using imagination development in play and contribute to home language communication. This chapter analyses a video data episode of a 4-year-old girl’s play with her father in a park to examine the development of imagination and heritage language in joint play. The chapter argues that immigrant parents can use play as a pedagogical tool to support their children’s heritage language development in their everyday lives.