INTRODUCTION

In this chapter a review of educational programs that specifically theorise play from a cultural–historical perspective is undertaken in order to better understand how concept formation in play can be systematically operationalised within classrooms and centres. In this chapter the programs for preschool aged children and primary aged children are reviewed, followed by an analysis of those cultural–historical conditions which afford concept formation. A more expansive discussion of play as a leading activity is considered in subsequent chapters.

This chapter begins with an analysis of the basic essence of play through an examination of the differing theoretical views on what drives play. A discussion of the fundamental differences between belief systems found within the literature on play is given in order to gain insights into cultural–historical programs that support concept formation.

MOTIVES FOR PLAY – BIOLOGICAL OR CULTURAL?

The nature and essence of play, particularly role play, has been the subject of serious study by Elkonin (2005a–e), whose research focuses primarily upon the psychological structure of mature forms of play, their origins, development and decline, and the significance of play for the future development of the child (personality).