This chapter begins with an overview of historical and contemporary perspectives on play as a context for learning, with a focus on the connection between play, imagination and active learning in childhood education and care (ECEC). While Dewey's ideas remain evident in contemporary education contexts, arguably, it is the work of another constructivist, Russian developmental psychologist Lev Vygotsky (1896-1934) that has contributed the most to our understanding of the connection between play, imagination and active learning in ECEC. The present study investigated changing perspectives of play-based learning as represented in key ECEC policy and curriculum documents relating to Queensland's Foundation level of schooling. The primary sources examined were: the Early Years Curriculum Guidelines (EYCG) (QSA, 2006); the Australian Curriculum: Foundation Year (ACARA, 2014); and supporting P-2 Curriculum, Assessment and Reporting: Advice and Guidelines (QCAA, 2014). In addition, government policy papers were examined to provide insight into the related policy landscape.