Young children learn through play and thereby they create a world of their own. Around the age of four, children develop a preference for an imaginative way of thinking that becomes visible in their handling of artefacts. Education, however, is primarily aimed at teaching academic skills as early as possible.
This research investigates the interaction between the imaginative thinking child and their more abstract (conceptual) thinking teachers, and how this interaction can support early-childhood-learning in the most optimal way.