Based on extensive research, and grounded in everyday classroom practice, the authors of this book explore important issues surrounding play in the early years curriculum. The book presents children’s views on, and response to their role-play environment, alongside examples of good classroom practice, and addresses vital questions such as: Will structuring role play replace children’s own attempts to create scenarios that grow out of their interests and relationships? Has an over-emphasis on subjects like literacy and numeracy eclipsed the important processes inherent in children’s social play? How we can ensure that provision for role play fully benefits all young children? Critically, the authors present the child’s perspective on play in schools throughout, and argue firmly against a formal, inflexible learning environment for young children. This book will be fascinating to all students on primary education undergraduate courses and early childhood studies. Researchers and course leaders will also find this book a ground-breaking read.

Sandra Smidt sets out to explain what play is and why it is so important as one of the key ways of learning, particularly - but not solely - for young children. She argues that all play is purposeful, and can only truly considered to be play when the child has chosen what to do, where and how to do it. Using case studies drawn from all over the world, Smidt challenges some of the prevailing myths relating to play and pays close attention to what it is that early years professionals need to do to interpet the play, understand its purpose for the child and sometimes extend it. Attention is paid to the close links that play has with creativity, and the author also highlights the importance of being able to explain to colleagues, parents and even those in government, why play matters so much in terms of learning and development. This book will be of interest to anyone involved in early years’ education.

This lively book will guide you in planning, stimulating and organising role play inside and out. Part 1 discussed why role play is important. Part 2 presents activities suitable for a range of role play situations. There are ideas for materials, equipment and locations, including advice on making the most of limited resources.

Based on extensive research, and grounded in everyday classroom practice, the authors of this book explore important issues surrounding play in the early years curriculum. The book presents children’s views on, and response to their role-play environment, alongside examples of good classroom practice, and addresses vital questions such as: Will structuring role play replace children’s own attempts to create scenarios that grow out of their interests and relationships? Has an over-emphasis on subjects like literacy and numeracy eclipsed the important processes inherent in children’s social play? How we can ensure that provision for role play fully benefits all young children? Critically, the authors present the child’s perspective on play in schools throughout, and argue firmly against a formal, inflexible learning environment for young children. This book will be fascinating to all students on primary education undergraduate courses and early childhood studies. Researchers and course leaders will also find this book a ground-breaking read.

Role Play is an important part of every child's entitlement. This book guides you in planning, stimulating and organising role play inside and out. It discusses why role play is important. It presents activities suitable for a range of role play situations. It includes ideas for materials, equipment and locations.

Reconsidering the Role of Play in Early Childhood: Towards Social Justice and Equity—a compilation of current play research in early childhood education and care—challenges, disrupts, and reexamines conventional perspectives on play. By highlighting powerful and provocative studies from around the world that attend to the complexities and diverse contexts of children’s play, the issues of social justice and equity related to play are made visible. This body of work is framed by the phenomenological viewpoint that presumes equity is best confronted and improved through developing an expanded understanding of play in its multiple variations and dimensions. The play studies explore the potential and troubles of play in teaching and learning, children’s agency in play, the actual spaces where children play, and different perspectives of play based on identity and culture. The editors invite readers to use the research as an inspiration to reconsider their conceptions of play and to take action to work for a world where all children have access to play. This book was originally published as a special issue of Early Child Development and Care.

Presenting links between the activities and the early learning goals, and Key Stage 1 National Curriculum Requirements, this book in the series features activities on Humpty Dumpty, Billy Goats Gruff and The Lonely Dragon.