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This study examines whether the Internet of Toys (IoToys) (de)limits children's make-believe play and whether the functionality and manipulatives offered by the IoToys serve as motivational pleasure (tactile, virtual and visual) for children to engage in make-believe play. Combining Piagetian and Vygotskian ideas of play as a unity of cognition and social context, we consider IoToys as a motivational conduit for children's symbolic actions that leads to make-believe play. Qualitative methodology was employed using observations of young children at home when interacting with IoToys (total n = 10 families) from England (n = 5 families) and Australia (n = 5 families). Data showed that children's interaction does not limit the development of their make-believe play as they engage in imitation schemata and create imaginative situations within and beyond the intended pre-programmed functions of the IoToy. To conclude, it is argued that instead of differentiating virtual and physical play, we should (re)think play with multimodal playscape lenses.

This paper presents findings from an on-going international study of early childhood educators' and children's use of new digital technologies, such as the Internet of Toys (IoToys) and the pedagogic interactions which occur when these artefacts are integrated into classrooms. Based on qualitative methodology, data have been collected in four countries: Australia, Norway, Scotland and England. Data collection includes observations of interactions with IoToys (written and video), multimedia messages (digital images, videos), short written reflections and consultations with the children. Findings across all countries show that IoToys offers a platform for interactions to become multidirectional, multidimensional and multimodal. Examining the interactions in the ecology of the playroom, this study calls for pedagogy involving IoToys to provide a platform for children's rich symbiotic explorations, creativity, collaboration and problem solving.