FOREWORD INTRODUCTION 1. Setting the stage for mathematics and play in early childhood education Elizabeth Carruthers and Oliver Thiel Introduction Play Mathematics Play and mathematics Praxeology Structure of the book References PART I CHILDREN''S PLAY 2. Reframing children''s mathematics in play: Perspectives from England and Greece Maria Papandreou and Elizabeth Carruthers Introduction Theoretical background The two case studies Reframing children''s mathematics in play Conclusion Reflective questions References 3. Children''s first-time exploration of a coding toy with teachers: supporting mathematical experiences Francesca Granone, Elin Reikerås, and Maire Tuul Introduction Method Results Discussion Reflective questions References 4. ''It will probably be good'': Emergent stochastics in children''s outdoor play Zoi Nikiforidou, Oliver Thiel, and Lucía Casal-de-la-Fuente Introduction Play Previous research Theoretical framework Methods Participants Quantitative findings Qualitative findings Discussion Conclusion Acknowledgements Reflective questions References 5. Mathematical play outdoors in the UK and the USA: Measurement, sorting, topology, pendulum, and meaningful mathematical practice arising from contextual events Mandy Andrews and LeaAnn Christenson Introduction The contexts Theoretical framework Methods The vignettes Discussion and implications for practice Concluding comments Reflective questions References 6. Play, blocks, and mathematics: Unveiling deep learning opportunities in early childhood Chrystalla Papademetri, Annerieke Boland, Ronald Keijzer, and Andrea Eliadou Introduction Theoretical framework Examples of practice Discussion: Emerging themes Reflective questions References PART II PRACTITIONER''S REFLECTIONS 7. Mathematical learning during pretend play: A comparative study in Catalonia and Norway Judith Fábrega, Mequè Edo, and Annette Furnes Introduction Research question Theoretical framework The Norwegian and Spanish curricula Methods and materials Results Comparative analysis of the two datasets Discussion Conclusions Reflective questions References 8.

Exploring how focus group discussions can support ECEC practitioners'' awareness of mathematical content in children''s play: Voices from Italy and Sweden Benita Berg, Ester Catucci, and Laura Leonardi Introduction Aim and research question Method Result Discussion Reflective questions References 9. Practitioner perspectives on mathematics in children''s play Catherine Gripton, Anne Hjonnevåg Nakken, Beate Nergård, and Camilla Normann Justnes Introduction Mathematics and play Researching mathematics in play Findings Discussion Conclusion Reflective questions References 10. ''Play'' and ''Mathematics'' as concepts in preservice ECEC teachers'' reflections Elena Severina, Chrystalla Papademetri, Magni Hope Lossius, and Marianna Efstathiadou Introduction Theoretical background Methodology Findings Discussion Reflective questions References CONCLUSION 11. Play and mathematics in early childhood education: Synthesising insights and paving the way forward Chrystalla Papademetri Introduction Discussion: Insights for practitioners, teacher educators, and researchers Bringing it together: Key insights for practice and research Concluding reflections and the contribution of this book References APPENDIX The early childhood education and care (ECEC) systems across the countries included in this book Catalonia Judith Fábrega England Catherine Gripton Estonia Maire Tuul Galicia Lucía Casal-de-la-Fuente Greece Zoi Nikiforidou and Maria Papandreou Italy Laura Leonardi and Ester Catucci Maryland, USA LeaAnn Christenson The Netherlands Annerieke Boland, Ronald Keijzer, and Bert van Oers Norway Elin Reikerås Sweden Benita Berg and Ester Catucci Overview of the ECEC systems in the countries included in the book Oliver Thiel References Index.