Many governments worldwide have increased their investment in early childhood education (ECE). In what ways is play, a concept long-valued by the ECE sector, made explicit in curricular frameworks in order to meet associated policy agendas? In this paper we examine conceptualisations of play embedded in ECE curricular policy frameworks in geographically diverse parts of the world: Brazil, New Zealand (NZ), and Ontario, a Canadian province. We examine current curricular documents (and past versions where there have been multiple versions over time) contextualizing our analysis within social, political and economic phenomena that were influential to the development of these. We used text analysis methods (Goldman & Wiley, 2011) to identify ways in which the word play is represented in these documents using Wood’s (2014) three modes of conceptualizing the play-pedagogy interface. We argue for continuing to build understandings of childinitiated and adult-guided play and caution against tendencies toward more technicist views appearing in the policy discourse.

Competing views on play in ECE

All stakeholders involved in ECE are keen that children’s experiences give them a good start in life. Research evidence across international contexts is conclusive that ECE provision can make a positive difference to children’s learning and development, especially for children from low-income families (e.g. Montie, Xiang, & Schweinhart, 2006). Over time, ECE has undergone many changes, notably from intensive policy interventions that have aimed to integrate services and provision for children and families across education, health, and social care. Many of the policies and frameworks have been informed by research and theory. However, whose and which research and theory dominates has changed over time. Psychology, and in particular educational psychology, have long held sway over ECE curriculum (Wood & Hedges, 2016).