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’