ABSTRACT
This chapter discusses the education of preschool student teachers as informed by the theory of play-responsive early childhood and care (PRECEC). This theory, based on original empirical research and a synthesis of insights from several disciplinary traditions is presented through its key concepts and conceptual relations. A model of working, referred to as a combined research and development project, is described and its main components are argued to be critical to the education of pre-service and in-service ECEC teachers. Throughout the text, concrete examples of principles of working informed by PRECEC are provided, including responsivity, shifting between as if and as is and triggering.
