The Natural World as Content for Interconnection and Divergence of Pretense and Storytelling in Children’s Play

Play-based curriculum approaches are widely recognized by researchers and educators in the early childhood sector as fundamental to children’s learning and to children being active participants in the learning process (Australian Curriculum Assssment and Reporting Authority [ACARA], 2010; Arthur, Beecher, Death, Dockett, & Farmer, 2014; Dockett & Fleer, 1999; Fleer et al., 2006; Hamilton & McFarlane, 2005; Hedges, 2000; Isenberg & Jalongo, 1993). Accordingly, they are implemented in various forms throughout childcare settings in Australia. Play-based approaches are also embedded in the Early Years Learning Framework (EYLF; Department of Education, Employment and Workplace Relations [DEEWR], 2009), which guides practice in all settings across the country. That they are included in this national framework document underscores the recognition of the role of play in children’s learning, identity, and development. While play is recognized as something that all children do, the type of play and its content vary depending on physical context, social grouping, sociocultural backgrounds of the children and their development, interests, and funds of knowledge (Arthur et al., 2014; Fleer et al., 2006; Göncü, 1993; Little, 2010; Riojas-Cortez, 2001; Rogers & Evans, 2006).