ABSTRACT
In this chapter, we discuss the concept and practice of play as they were developed in the work of Susan Isaacs. Pivotal to an understanding of early childhood education (otherwise known as early years education) is a reconciliation of the biological and social aspects of child development. Central to the Isaacs model of child development is a rejection of much of what might be termed free or instinctive, purely genetically driven, behavior on the part of children, apart from among the very youngest (an example being the early ‘grasp’ reflex). Instead, Isaacs promoted an acceptance of the idea of children's behavior mirroring, emulating and anticipating that of adults.
