Aimee Durning is the Director of Inclusion & Community at the University of Cambridge Primary School, the first University Primary School in the country, which has a principled, research-informed approach to education.Sara Baker is a Professor in Developmental Psychology and Education at the University of Cambridge and a principal investigator in the Centre for Research on Play in Education, Development and Learning and has worked with teachers and early years educators throughout the UK.Paul Ramchandani is the LEGO Professor of Play in Education, Development and Learning at the University of Cambridge. He also works as a Consultant Child and Adolescent Psychiatrist in the NHS.

• The state of play: (primary education) introduction; 1. Playful Enquiry: between academic research and practitioner wisdom; 2. Play instead of learning, or play as learning? Reconceptualising play for a new generation of children; 3. Practices of Play in Education: Play at home, school readiness, and a positive transition to school; 4. Inclusive Practice and Play in Primary Education; 5. Designing Opportunities for Play in Primary Education: A no-trade off approach to play and learning; 6. Risky play in primary schools; 7. BRAC Play Labs: Designing a High-Quality, Low-Cost Model for Eary Years; 8. Developing playful mathematical thinking in Ghanaian early primary classrooms through the use of the game ‘Achi’; 9. Becoming a Playful School; 10. Playful School Leadership: Being serious about leadership playfully; 11. Fostering Playful Learning in School through a Pedagogy of Play; Play is for children not for school

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Aimee Durning is the Director of Inclusion & Community at the University of Cambridge Primary School, the first University Primary School in the country, which has a principled, research-informed approach to education.Sara Baker is a Professor in Developmental Psychology and Education at the University of Cambridge and a principal investigator in the Centre for Research on Play in Education, Development and Learning and has worked with teachers and early years educators throughout the UK.Paul Ramchandani is the LEGO Professor of Play in Education, Development and Learning at the University of Cambridge. He also works as a Consultant Child and Adolescent Psychiatrist in the NHS.

• The state of play: (primary education) introduction; 1. Playful Enquiry: between academic research and practitioner wisdom; 2. Play instead of learning, or play as learning? Reconceptualising play for a new generation of children; 3. Practices of Play in Education: Play at home, school readiness, and a positive transition to school; 4. Inclusive Practice and Play in Primary Education; 5. Designing Opportunities for Play in Primary Education: A no-trade off approach to play and learning; 6. Risky play in primary schools; 7. BRAC Play Labs: Designing a High-Quality, Low-Cost Model for Eary Years; 8. Developing playful mathematical thinking in Ghanaian early primary classrooms through the use of the game ‘Achi’; 9. Becoming a Playful School; 10. Playful School Leadership: Being serious about leadership playfully; 11. Fostering Playful Learning in School through a Pedagogy of Play; Play is for children not for school

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Aimee Durning is the Director of Inclusion & Community at the University of Cambridge Primary School, the first University Primary School in the country, which has a principled, research-informed approach to education.Sara Baker is a Professor in Developmental Psychology and Education at the University of Cambridge and a principal investigator in the Centre for Research on Play in Education, Development and Learning and has worked with teachers and early years educators throughout the UK.Paul Ramchandani is the LEGO Professor of Play in Education, Development and Learning at the University of Cambridge. He also works as a Consultant Child and Adolescent Psychiatrist in the NHS.

• The state of play: (primary education) introduction; 1. Playful Enquiry: between academic research and practitioner wisdom; 2. Play instead of learning, or play as learning? Reconceptualising play for a new generation of children; 3. Practices of Play in Education: Play at home, school readiness, and a positive transition to school; 4. Inclusive Practice and Play in Primary Education; 5. Designing Opportunities for Play in Primary Education: A no-trade off approach to play and learning; 6. Risky play in primary schools; 7. BRAC Play Labs: Designing a High-Quality, Low-Cost Model for Eary Years; 8. Developing playful mathematical thinking in Ghanaian early primary classrooms through the use of the game ‘Achi’; 9. Becoming a Playful School; 10. Playful School Leadership: Being serious about leadership playfully; 11. Fostering Playful Learning in School through a Pedagogy of Play; Play is for children not for school

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