The fractal dynamics of early childhood play development and nonlinear teaching and learning

Abstract

This chapter discusses the generative role of early childhood play in human development. A complex dynamical systems theory perspective can help to better understand this generative process. The sensitive dependence on initial conditions; the equivalence of different surface manifestations with underlying processes; and dynamic phase transitions become a template for apprehending young children’s play and learning, and their interface with relevantly dynamic systems of educational implementation. Connections are drawn with a dynamic themes curriculum approach.