ABSTRACT
This introductory chapter provides a brief overview of how play is to be defined, its acknowledged importance in young children’s lives, its potential relationship with learning, as well as teacher involvement in play. We will unfold existing dilemmas in play (e.g. definitions, play types, practices, learning, and development), ethnic and geographic beliefs and values toward play and also ethical issues in adult guidance in play. Also, we will set the framework for the volume’s contributions, and introduce our readers to the complexity of teacher education for play pedagogy. Then, we present introductions to each of the chapters, which are situated into two primary sections that best reflect the areas of research explored. These include: (1) Teacher education for play pedagogy and (2) A theoretical and practical lens of teacher authentic play practices.
