How do children respond to role play in school? How can role play be meaningful and relevant to children's learning? Young children's preoccupation with role play is widely recognised, and those aged from 3 5 years engage in it more than any other kind of play; it can help them develop social competence and to explore language and ideas about the world. Based on extensive research, and grounded in everyday classroom practice, the authors of this book address important questions about play in the early childhood curriculum. The authors present the child's perspective on play in schools throughout, and argue firmly against a formal, inflexible learning environment for young children. The book presents children's views on role play alongside examples of classroom practice. It explores issues such as: Will structuring role play replace children's own attempts to create scenarios that grow out of their interests and relationships? Has an over-emphasis on subjects like literacy and numeracy eclipsed the important processes inherent in children's social play? How we can ensure that provision for role play fully benefits all young children? The issues raised in the book apply widely to international debates about the role of play in early childhood education. It will prove an invaluable book for students on primary education and early childhood studies courses at undergraduate and postgraduate level. Academics, researchers and course leaders will also find this book a compelling read.