ABSTRACT Anji Play is an influential, child-centered educational approach from China. This study traces its history, arguing that the reform was driven by a rediscovery of the ‘capable child’. Based on historical methods, particularly oral history interviews with its founder and practitioners, the paper reconstructs how the movement progressed through three distinct stages: from a period of ‘no play’, through teacher-controlled ‘fake play’, to the establishment of child-led ‘real play’ This transformation was not the application of a pre-existing theory but an emergent process shaped by a convergence of factors. Key among these were Anji’s unique regional characteristics, sustained administrative support, and a foundational shift in the conception of childhood. By documenting this history, the research provides insights into indigenous educational innovation and contributes to the global discourse on child-centered practices.

ABSTRACT Through studying children’s role play activities, it is possible to gain a glimpse into children’s worlds. This is even more prevalent in multilingual societies where children are learning to navigate the many languages they hear, speak and come into contact with. This special issue investigates how children rely on a combination of languages and varieties to (1) construct roles as well as (2) to compare and contrast the roles during their play. In addition, we study (3) to what extent multilingual role play dialogues mirror the language use of role actors in reality. Representing a range of speech communities (in, e.g. Norway, Cyprus, UAE, the US) and perspectives (translanguaging, literacy, agency), the 9 papers in this special issue further our understanding of children’s perception, imitation and hyperbolic realization of the linguistic variation patterns produced by various role actors (teachers, farmers, grocery sellers, superheroes, …) in a world of growing cultural and linguistic exchange.

ABSTRACT The benefits of outdoor play are well-established, yet safety concerns can limit outdoor play opportunities in early childhood education (ECE) programmes. Whether injury risk is higher in outdoor versus conventional ECE settings is unknown. This study examined injury rates and patterns in both settings. A survey was administered to 150 conventional and 160 outdoor ECE programmes in Canada in January-February 2023. The survey captured programme size, location, injury frequency/severity, and activity. Differences in minor, moderate and severe injury rates between settings were examined. Thirty-nine (13 conventional and 26 outdoor) programmes reported 855 minor injuries, with 72% occurring outdoors. Conventional programmes had a higher relative rate of minor outdoor injuries per hour per child compared to outdoor programmes (p = .009). No differences were found in moderate or high-severity injury rates (p > .05). Running and climbing were the most common activities linked to injuries in both settings. Boys and girls had equal prevalence of low-severity injuries, whereas boys had higher prevalence of medium and high-severity injuries. Outdoor-focused programmes had lower minor injury rates, though larger samples are needed to confirm this finding. These findings provide a foundation for future studies on injury rates in outdoor ECEs in Canada and internationally.

ABSTRACT While it is understandable that those who promote and practice play believe in its inherent worth, and assert that it enriches health and bolsters wellbeing, we need more than belief and assertion. Those who promote the role of play in advancing social progressivism need to find effective ways to challenge detractors who dismiss the role of play and who rail against equality, inclusion and diversity. We observe that those who challenge progressivism often hanker for the lost play worlds of yesteryear, which is, paradoxically, also the approach that is taken by many progressives who advocate for the positive contribution of play to young people and children's health and wellbeing (e.g. canvassing for more nature-based play, less technology in play, and more social play). Also shared both by those for and against progressivism, is a drift into an unproductive echo chamber where we speak only to the converted and within which the commonsense of belief holds sway over the rationality of evidence. We argue that making the case that play enriches health and wellbeing must be the result of evidenced impact and persuasive explanations of the mechanisms that result in these outcomes.

ABSTRACT Play-based research methods wherein play itself is analysed as valuable and insightful data is sparse. This methodology article details one method for play-based research, sand tray, in conjunction with one option for data analysis, adapted interpretative phenomenological analysis (IPA). Sand tray is a developmentally responsible, flexible, and adjustable method for a wide range of study topics that uses sand, symbolic miniatures, and a sand tray to gather insights and perspectives. The adapted IPA allows for not only the content of the sand tray creations to be analysed but also the play process. This data collection and data analysis combination is explored step by step to demonstrate its usefulness and support future research.

ABSTRACT This qualitative study offers a unique perspective on the integration of play and traditional collective teaching in Southeast China, focusing on two public kindergartens that predominantly serve children from low-income, ethnically diverse families. The research explores how teachers in this context navigate the balance between guided play and collective teaching, a practice deeply rooted in Chinese educational traditions. The findings reveal that teachers embraced play with clear intentionality, proactively engaged in play activities, and infused a sense of playfulness into collective teaching. This approach highlights an alternative way of implementing play-based pedagogy in a cultural and educational setting where play has not traditionally been emphasized. By considering culture, context, and the individual needs of children, this study highlights the importance of rethinking and reconceptualizing the roles of play and teaching in early childhood education.

ABSTRACT This narrative describes the memories one reflects on from childhood. It examines the intricate creativity of a girl and her brothers while growing up in the early 2000s. Times of play-pretend within natural play settings are remembered along with the appreciation of a nearly screen-free youth. The author recalls imaginative moments when technology was minimal and she had to make do with what her curiosity pushed her to do. After concluding her thoughts of fond recollections, the author reflects on her wholesome experiences. She acknowledges her gratitude for the conditions she was raised in and what it had moulded her into today.