ABSTRACT
Prior to reading this volume – or at least having dabbled in some sections of it – you may have wondered: in what sense is ‘Play’ a pedagogical issue? With an age-old adage about ‘play being children’s work’ (generally attributed to Maria Montessori) and research establishing that, certainly by the first years of school, children have been shown to be very clear about the difference between work and play (Wing, 1995), the scene had been set for this exploration.
