Abstract The purpose of this paper is to present the findings of a study that sought to determine if and how, Conceptual PlayWorlds (modified playworld originally developed by Gunilla Lindqvist) created developmental conditions for children during group time. Over 7 weeks we digitally documented the play activities of children (18 children, 3.0–5.8, mean age of 4.8) and their teachers as they participated in an educational experiment of The adventures of Alice in Wonderland PlayWorld. We gathered 1725 digital photographs, 153.3 hour digital video observations, and 32.5 h of teacher-researcher interviews. The outcomes of the study show how the new play relations changed how group time in the preschool was performed. It was no longer ‘circle time on the mat’ as is the practice tradition, but rather the mat changed its sense to be a new imaginary situation with new rules, actions and roles, where there were players not children or teachers; thus affording extended mature forms of play at group time. It was determined that a Conceptual PlayWorld created unique psychological conditions for children at group time which positively contributed to their development.

中文翻译：

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学龄前环境中的概念游戏世界如何为儿童在小组时间的发展创造新条件

摘要 本文的目的是展示一项研究的结果，该研究旨在确定概念游戏世界（最初由 Gunilla Lindqvist 开发的改进游戏世界）是否以及如何在小组时间为儿童创造发展条件。在超过 7 周的时间里，我们以数字方式记录了儿童（18 名儿童，3.0-5.8 岁，平均年龄为 4.8 岁）及其老师在参与爱丽丝梦游仙境游乐园的教育实验时的游戏活动。我们收集了 1725 张数码照片、153.3 小时的数字视频观察和 32.5 小时的教师-研究人员访谈。研究结果显示了新的游戏关系如何改变了学龄前小组时间的执行方式。不再像传统的练习那样“在垫子上循环时间”，而是垫子改变了它的意义，成为一种具有新规则、新动作和新角色的新想象情境，在那里有玩家而不是孩子或老师；从而在小组时间提供扩展的成熟游戏形式。确定概念游戏世界在小组时间为儿童创造了独特的心理条件，这对他们的发展做出了积极的贡献。