ABSTRACT
In this chapter, we examine the relationship between imagination, play and pedagogy, through the work of Maxine Greene. A key aspect of her work is seeking to understand the way the child learns through their imagination, and this is best realized through play. The reason for this is to develop and extend the child's ability to determine the possible uses of discursive and material objects. A play-pedagogy in its use allows us to say something about two human activities or practices – playing and learning – and is better understood as an active, engaged and committed activity in the world, rather than as a proposition, skill or embodiment. As a concept, it has a binding relationship to knowledge and this can be expressed as a means for learning about particular objects that are in the world, but that can only be learned in a particular way.
