Digital playworlds in an Australian context: supporting double subjectivity

This chapter aims to introduce Digital playworlds as a term to capture holistically both digital play and playworlds, rather than position digital play as a binary against playworlds. It presents a case example of a playworld in action in an early childhood setting in Australia, where digital devices were used to support the development of children's play. In children's play, the form of consciousness is manifested and reflected as a meeting between the internal and external worlds". Playworlds as a pedagogical approach generates contradictions, or crises as Vygotsky describes, which in turn act as a source of development for children's play but also for children's development. Playworlds as a pedagogical approach was introduced to the teachers through a comprehensive professional learning programme by the research team. The chapter discusses playworlds which provides the conditions for creating a double subjectivity that helps childrens to think in new ways about their early childhood setting environment.