British Journal of Educational Studies 60 (3):243 - 260 (2012)

This paper traces the way discourses within early years policy and practice impose meanings onto the signifier 'play'. Drawing on Bernstein's conceptualisation of recontextualising strategies, we explore how these meanings regulate troubling excesses in children's 'play'. The analysis foregrounds an underlying question about the hold the signifier 'play' maintains within discourses that appear antithetical to traditional understandings of 'play'
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DOI 10.1080/00071005.2012.712094
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References found in this work BETA

Child-Centred Education and its Critics.J. Darling - 1995 - British Journal of Educational Studies 43 (4):479-479.
Class and Pedagogies: Visible and Invisible∗.Basil Bernstein - 1975 - Educational Studies 1 (1):23-41.
The Ambiguity of Play.Brian Sutton-Smith - 1998 - British Journal of Educational Studies 46 (4):482-485.

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