ABSTRACT
The Revisionist Froebelian Movement emerged which threw away the prescriptive, practical aspects of his curriculum but kept the principles of the practice. This chapter puts forward the urgent need in the UK for a third period of assemblage of Froebelian work on play, which interrogates the important issue of the role of the adult. In order to improve articulation strengthened with evidence about play, Froebelians urgently need to revisit their philosophical framework. However, navigational tools are needed to achieve this in articulating play and embedding deep, mature play in the lives of the children practitioners spend time with and the families to whom they are committed. Children rehearse possible futures or pasts in their play and learn to function in advance of what they can actually do in the present. Children play with each other, in pairs and groups but adults also join children in their play. In play children try out and apply their recent learning.
