This paper reports on an investigation into the potential of everyday technologies to
foster playful experiences for young children prior to their formal education. The aim is to consider
how best to design age appropriate experiences that are desirable and useful within pre-school
settings, and to assist practitioners in experimenting with technologies in the early years school
curriculum. This phase of the study focuses on observations of the real-time, non-digital play of
young children in a pre-school playgroup and the subsequent introduction of group activities with
affordable, non-specialist devices such as ReacTickles, Wii remote and microphone. The study
captures the vital inspiration phase of design research. By utilizing observation and interview as an
analytical framework to help practitioners to articulate the nuances of playful interaction, the
designers have been able to draw early conclusions that provide the guiding principles for future
design
