Guided play, blending child-led exploration with adult guidance, has emerged as a significant pedagogical approach in early childhood education. It combines the intrinsic joy and creativity of play with structured learning goals, fostering cognitive, social, and emotional development (Weisberg et al., 2014; Zosh et al., 2018). Unlike free play or direct instruction, guided play supports autonomy while directing children toward educational outcomes, enhancing problem-solving, creativity, and collaboration (Toub et al., 2016; Weisberg et al., 2014; Zosh et al., 2018).

This study aims to examine preschool children's experiences and discourses during guided play. Specifically, it investigates how children engage in guided play, exploring their participation, design, and play practices and the dynamic interactions among these practices. The findings aim to bridge theoretical gaps and offer practical insights into integrating guided play in preschool curricula. The research questions for this study are as follows:

Main Research Question:

How does guided play contribute to the learning process of preschoolers?

Sub-Questions:

1.         What are the key participation practices preschoolers engaged in during guided play?

2.         What are the key design practices preschoolers engaged in during guided play?

3.         What are the key play practices preschoolers engaged in during guided play?

4.         How does the nexus of participation, design and play practices affect the learning process of preschoolers?

Guided play is particularly significant in fostering 21st-century skills such as creativity, critical thinking, and collaboration (Zosh et al., 2017). Globally, play-based pedagogies are recognized as effective tools for holistic child development, as evidenced by frameworks like Australia, Canada, and Scandinavia (Hesterman & Targowska, 2019; Samuelsson et al., 2008). However, challenges remain in integrating these practices across diverse educational systems. This study examines guided play in Türkiye, offering insights into how localized adaptations can contribute to global discussions on play-based learning. This study highlights the need for a paradigm shift, aligning with global recommendations from organizations such as UNICEF and the LEGO Foundation, which advocate play-based approaches for comprehensive development (UNICEF & LEGO Foundation, 2018; Bendini & Devercelli, 2022).

The theoretical framework integrates Mediated Discourse Analysis (MDA), Sociomaterialism, and Bourdieu’s Theory of Practice. MDA focuses on how children’s interactions with peers and materials shape their learning, emphasizing the role of discourse in constructing social and material realities (Scollon, 2001; Wohlwend, 2014). Sociomaterialism highlights the active role of materials in influencing children’s interactions, advocating for a relational view of learning environments (Fenwick, 2010). Bourdieu’s Theory of Practice provides a lens to understand how children’s actions and negotiations reflect broader social and cultural dynamics (Bourdieu, 1984).

The study’s significance lies in addressing theoretical and methodological gaps by examining the lived experiences of children in guided play settings. The study offers a comprehensive understanding of how guided play fosters transformative learning by focusing on the nexus of participation, design, and play practices (Wohlwend, 2021; Scollon & Scollon, 2004). It also emphasizes the critical role of materials, teacher guidance, and peer interactions in shaping children’s experiences.

This research contributes to the global discourse on guided play by presenting insights from Türkiye, where structured academic practices often overshadow child-led exploration. This study advocates for more inclusive, creative, and engaging pedagogical approaches in early childhood education by highlighting the potential of guided play to balance educational objectives with children’s autonomy.

This study employed a qualitative case study design integrated with Mediated Discourse Analysis (MDA) to explore preschoolers’ guided play experiences. The focus was to investigate participation, design, and play practices, examining how these dimensions interact to foster learning (Scollon, 2001; Wohlwend, 2014). The study addressed the research question: How does guided play contribute to the learning process of preschoolers? The research was conducted in a public preschool classroom with children aged 60-72 months, selected using purposeful sampling based on age, accessibility, and classroom environment (Miles et al., 2014). A pilot study involving 19 children refined the guided play activities and data collection methods. The main study involved 21 children and featured 10 problem-solving scenarios, such as “Building a Newspaper Tower” and “Designing a Magnetic Vehicle.” Data collection took place over 11 weeks and followed the Before–During–After Play Strategy (Johnson et al., 1999). Before Play allowed children to explore materials; During Play introduced problem-solving challenges; After Play facilitated reflection and discussion. Data were gathered using video/audio recordings, photographs, interviews, and researcher notes, capturing children’s interactions and discourse (Derry et al., 2010; Heath et al., 2010). Audio recordings complemented video data to clarify verbal expressions and enhance reliability. The Nexus of Practice (Scollon, 2001) method was used as the analysis method of the study by combining the Mediated Discourse Analysis (MDA) Filter Model (Wohlwend, 2009). The MDA framework guided data analysis, emphasizing the nexus of participation, design, and play practices (Scollon & Scollon, 2004; Wohlwend, 2014). Analytical filters identified transformative events, such as collaborative problem-solving during activities like designing a fast road for a toy car. Data saturation was achieved when no new behaviors emerged (Fusch & Ness, 2015). Ethical considerations included informed consent from parents and assent from children, ensuring voluntary participation (Cowell, 2011). Privacy was protected by anonymizing data and blurring identifying features in photographs (Flewitt, 2005). Trustworthiness was ensured through triangulation of multiple data sources, peer debriefing, and member checking (Creswell & Miller, 2000). Artifact photos and interviews with teachers and children provided additional insights into children’s creative processes and problem-solving strategies. Trustworthiness was enhanced through triangulation of data sources, peer debriefing, and member checking (Merriam, 2009; Lincoln & Guba, 1985). Despite being limited to a single classroom, the study offers an in-depth exploration of guided play’s role in fostering creativity, collaboration, problem-solving and learning. Future research could expand across diverse contexts to enhance transferability.

This study examined how guided play fosters preschoolers’ learning through participation, design, and play practices, utilizing a Sociomaterial Framework, Bourdieu's Theory of Practice, and Mediated Discourse Analysis. It revealed that transformative events occurs at the nexus of these practices, shaped by the interaction of social and material elements. Guided play emerged as a promising pedagogical strategy, balancing the joy of play with structured learning outcomes and addressing gaps in early childhood education. Key findings are summarized below: Holistic Learning: Guided play supports cognitive, social, emotional, and motor development by integrating participation, design, and play. Active Engagement: Children demonstrated problem-solving, creativity, and collaboration during guided play, showing resilience and adaptability. Role of Open-Ended Materials: These materials fostered creativity and critical thinking by enabling experimentation and diverse solutions. Peer Collaboration: Guided play encouraged cooperative behaviors, role negotiation, and shared learning experiences. Facilitator Role: Adults scaffolded learning by balancing structure with autonomy, enhancing problem-solving and independence. Transformative Events: Learning occurred at the nexus of participation, design, and play, marked by shifts in behavior or ideas. Discourse as a Mediator: Communication supported collaborative problem-solving and knowledge construction. Social and Material Interplay: Materials shaped children’s interactions, revealing their active role in learning processes. Cultural Capital: Children’s participation reflected their cultural and social capital, influencing group dynamics. The findings demonstrate that guided play fosters learning by encouraging children to design, solve problems, and blend imagination with experimentation. It promotes collaboration, role negotiation, and social acknowledgment, highlighting the dynamic interplay of material and social contexts in early education. Guided play offers a robust, inclusive framework for fostering developmentally appropriate learning in preschool settings.

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