‘This Handbook offers diverse perspectives from scholars across the globe who help us see play in new ways. At the same time the basic nature of play gives a context for us to learn new theoretical frameworks and methods. A real gem!’

– Beth Graue, Department of Curriculum and Instruction, Wisconsin Center for Education Research, USA

Play and learning scholarship has developed considerably over the last decade, as has the recognition of its importance to children's learning and development.

Containing chapters from highly respected researchers, whose work has been critical to building knowledge and expertise in the field, this Handbook focuses on examining historical, current and future research issues in play and learning scholarship.

Organized into three sections which consider: theoretical and philosophical perspectives on play and learning; play in pedagogy, curriculum and assessment; play contexts.

The Handbook's breadth, clarity and rigor will make it essential reading for researchers and postgraduate students, as well as professionals with interest in this dynamic and changing field.

Liz Brooker is Reader in Early Childhood in the Faculty of Children and Learning at the Institute of Education, University of London.

Mindy Blaise is an Associate Professor of Early Childhood Education in the Department of Early Childhood Education at the Hong Kong Institute of Education.

Susan Edwards is Associate Professor in Curriculum and Pedagogy at Australian Catholic University.

This handbook's International Advisory Board included:

Jo Aliwood, The University of Newcastle, Australia

Pat Broadhead, Leeds Metropolitan University, Australia

Stig Brostrom, Aarhus University, Denmark

Hasina Ebrahim, University of the Free State, South Africa

Beth Graue, Wisconsin Center for Education Research, USA

Amita Gupta, The City College of New York, CUNY, USA

Marjatta Kalliala, University of Helsinki, Finland

Rebecca Kantor, University of Colorado Denver, USA

Colette Murphy, Trinity College, Dublin, Republic of Ireland

Ellen Sandseter, Queen Maud University College of Early Childhood Education, Norway