ABSTRACT
Early childhood and primary education are in a continuous search for innovation for the quality improvement of learning experiences during everyday educational reality. A wide range of important ideas, views, and suggestions coming from different disciplines, several theoretical standpoints, and diverse perspectives have been introduced over time. However, does innovation need to be a complex newcomer? This paper suggests that innovation lies behind the essentials of childhood, such as play and imagination. The paper seeks to explore play and imagination as critical aspects of a child's learning and development. Conceptual PlayWorlds as a collective model of practice for the development of play and imagination are introduced. The study suggests that quality learning experiences with advanced learning outcomes can emerge through children’s imaginary play. An indicative case example of learning and development in Science, Technology, Engineering, and Mathematics is presented. The paper concludes with an overview of the essence and the qualities of a play-based pedagogy that can support everyday educational practice and inform policy.
