Postdevelopmental Approaches to Play

Jayne Osgood is Professor of Education at Middlesex University, UK. She is co-series editor, with Veronica Pacini-Ketchabaw, of the Feminist Thought in Childhood Research series, and co-series editor, with Mona Sakr of the Postdevelopmental Approaches to Childhood series, both published by Bloomsbury.Victoria de Rijke is Professor of Education at Middlesex University, UK.

• Series Editor’s Foreword1. Postdevelopmental Approaches to Play: An Introduction, Jayne Osgood and Victoria de Rijke (Middlesex University, UK) 2. Documenting Play through Social Media: Troubling Progress Narratives and Opening Whole Worlds of Stuff, Jo Albin-Clark (Edge Hill University, UK)3. Movement Methodologies for Postdevelopmental Pedagogies: Or Why Movement Play Is Important, Ruth Churchill-Dower (Manchester Metropolitan University, UK)4. Speculative Play: Exploring the (De)Legitimization and Binary Boundaries of Play, Candace Kuby and Tara Gutshall Rucker5. Where Do the First Nations Children Play in Australia? It’s Time for Yarns, Sarah Jane Moore (University of New South Wales, Australia)6. Stretching and Sketching Playful Writing with Companion Creatures: Childing Professional Development, Magda Costa Carvalho (University of the Azores, Portugal) and Joanna Haynes (Plymouth University, UK) and David K. Kennedy (Montclair State University, USA)7. Free Play, Everyday! Reflections on Children’s Play at The Lion and The Mouse — An Outdoor Play Organization in Montreal, Margaret Fraser (The Lion & The Mouse, Canada)8. Refusing Perpetual Mediation: Playing in the Undercommons, Jayne Osgood, Victoria de Rijke & Matthew Maxwell (Middlesex University, UK)Index

[This book] offers a provocative view of childhood, moving beyond the traditional developmental lens and expected milestones. This collection uses diverse theoretical and conceptual frameworks to challenge readers to consider what emerges when play is separated from the usual focus on what children can and cannot do at particular stages, encouraging an exploration of creative and activist possibilities for play-based pedagogies.