ABSTRACT
This chapter provides opportunities to reflect on complications in the constantly moving realm of policy development relating to the early childhood landscape. The impact of systems on ‘the child’s right to play’ is considered in the context of issues associated with early childhood pedagogy. In highlighting dilemmas, the chapter walks an interesting academic line between informed opinion and poetic licence, asking the reader to imagine multiple conversations over time. Play and learning sit on a huge expanse of early education water that extends worldwide; introducing systems and new policies is like throwing a rock into that water, creating ripples which eventually reach all shores. Without considering which systems are effective, and including professional voices articulating how to find a balance between systems and pedagogy, there is a danger that systems are not fully accountable to those who actually enact policy in the workplace. The valuing of play can be compromised.
