Abstract
This chapter reveals the ambiguities of play in both theory and practice, showing how this volatile history, definition and trajectory creates challenges and opportunities in both the intent and quality of learning.
We have the right to play, but we don’t have to.(Reggio Children [1], p. 16)
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Notes
- 1.
- 2.
Rinaldi [4].
- 3.
Malaguzzi [5].
- 4.
Jans [2], p. 37.
- 5.
- 6.
Jones and Nimmo [8].
- 7.
Edwards [9], pp. 147–172.
- 8.
Brown [10], p. 126.
- 9.
Ontario Ministry of Education [11].
- 10.
Ontario Ministry of Education [12].
- 11.
Malaguzzi [13].
- 12.
Davis et al. [14].
- 13.
Foucault [15], pp. 109–133.
- 14.
Katz [16].
- 15.
Costa and Kallick [17], pp. 49–51.
- 16.
Gandini [18], p. 63.
- 17.
Lester and Russell [19].
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Khattar, R., Callaghan, K. (2016). Playing with Play: A Playful Reconnaissance. In: Brabazon, T. (eds) Play: A Theory of Learning and Change. Springer, Cham. https://doi.org/10.1007/978-3-319-25549-1_3
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