Abstract
This chapter explores the crucial role of imaginative thinking in early science education, advocating for a holistic approach that deepens children’s connection with the natural world. Grounded in the Vygotskian cultural-historical tradition, our work proposes a synthesis of three key pedagogical frameworks: Imaginative Education (IE), Imaginative Nature Education (INE), and Scientific Playworlds. The educational goal of this integrative approach is to enhance encounters with fundamental Forces of Nature—such as Light, Rain, Heat & Cold, Water & Air, and Electricity—through pretend play experiences collaboratively developed by children and adults within a shared narrative framework. The chapter presents both a theoretical outline of this approach and a specific example focused on the force of Wind. Through this contribution, we aim to demonstrate how the more-than-human world can be recognized as an active and creative agent in the physical, symbolic, and social space of pretend play, where each child’s development is nurtured within the community of peers and adults.