ABSTRACT
This chapter shows how play as a form of expression became recognised as characteristic child behaviour. We consider the work of early educationalists to show how play came to be given educational value and was seen as important in contributing to emotional development. The second part of the chapter examines the difference between structured and free play and what this means for the kinds of play opportunities teachers can provide in the classroom. The chapter ends with examples of how play themes can be developed for different ages in the primary school.
