List of figures and tables | p. vii |
List of photographs | p. viii |
Notes on the editor and contributors | p. ix |
Introduction | p. 1 |
Theoretical aspects of play and reflection | p. 11 |
Practitioner reflection on play and playful pedagogies | p. 13 |
Thinking through the challenge of a play-based curriculum: Increasing playfulness via co-construction | p. 30 |
The nature of practitioners' reflection on their reflections about play | p. 45 |
Play and a constructivist approach to literacy learning: Comparing settings in Norway and England | p. 61 |
Reflecting on children's playful learning | p. 79 |
Reflecting on child-initiated play | p. 81 |
Play as an emotional process | p. 100 |
Listening to and learning from children's perspectives | p. 116 |
Reflecting on children 'playing for real' and 'really playing' in the early years | p. 130 |
Reflecting on playful learning environments | p. 143 |
The pedagogy of play(ful) learning environments | p. 145 |
Thinking it through: Rough and tumble play | p. 164 |
'This is a different calculator - with computer games on': Reflecting on children's symbolic play in the digital age | p. 179 |
A place for play: Creating complex learning environments | p. 197 |
Reflecting on playful contexts | p. 213 |
Thinking through transition, pedagogy and play from early childhood education to primary | p. 215 |
Thinking through the uses of observation and documentation | p. 230 |
Afterword | p. 251 |
Author index | p. 253 |
Subject index | p. 257 |
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