Kravtsov and Kravtsova (2010) have argued that for play to influence development, play must develop itself. This argument is more fine-grained than merely using play for educational purposes. From a wholeness perspective this would demand a deeper understanding of children’s social situation of development and thinking carefully about adult’s role in children’s play where the zone of actual and proximal development is taken into account. This chapter reports findings from an online playgroup and family-based intervention undertaken with children in early years in Australia. Total ten families from six ethnicities with children in the age range of 13 months to 4 years 9 months participated in this study. Fleer’s Conceptual PlayWorld was used as a pedagogical model to actively create a zone of proximal development. The methodological design of educational experiment was used to collaborate with children and their families. The researchers and an experienced early childhood educator (who acted as a story teller) worked with families to develop a play-based teaching-learning pedagogy for their children in the home setting. These interventions were done via zoom online meetings where the collective play narrative was based on the story of Gingerbread Jan (inspired by popular folktale of Gingerbread Man). The intention was to teach children science concept of chemical reaction that happens during the baking of bread and cookies. It was found that children and their caregivers’ active participation in the imaginary play created a zone of proximal development through amplifying children’s play, thereby giving conditions for science learning. The subject-matter knowledge of chemical reaction in baking, one of the everyday activities in children’s homes was glued in the collective narrative of the play and problem-solving scenario thus orienting children to express their curiosities as they role-play with adults and other children via zoom. Parents reported that the structure of Conceptual PlayWorld allowed them to work alongside their children and take multiple positions in children’s play—sometimes playing with them and in other time taking the role of intentionally teaching them science while playing and trying to solve the problem introduced by the storyteller.