Nolan, Andrea and Kilderry, Anna (2010) Postdevelopmentism and professional learning : implications for understanding the relationship between play and pedagogy. In: Engaging Play. Brooker, Liz and Edwards, Susan, eds. Open University Press, Maidenhead, U.K., pp. 108-121.

Abstract

Early childhood education has traditionally devised and implemented play-based programmes which have aimed at extending each child’s devel- opment in the social, emotional, language, cognitive and physical areas. By providing a learning environment in which the developmental needs of children can be met, play has for many years been seen by the early childhood sector as the most natural and appropriate learning medium (Wood 2009). In Australia, this perspective on play is articulated in policy terms in a discussion paper from the Council of Australian Governments (COAG) Productivity Agenda Working Group for Education, Skills, Train- ing and Early Childhood Development (COAG 2008), which describes play as ‘integral to the delivery of early learning programs for children from birth and in all care environments’ (p. 16), providing ‘a platform for chil- dren and teachers to participate in meaningful learning’

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