Pedagogization: When play is pedagogized it means that children are not given opportunities to play simply for the sake of playing or exploration, but to meet specific academic learning outcomes, such as learning letters or numbers. The teacher structures the play in such a way as to ensure that these outcomes are met. For example, the teacher might provide various sizes and shapes of rocks as well as two baskets labelled “big” and “small” with the intention of nudging children toward sorting the rocks. The children might engage in play with these rocks, but the teacher’s intention is mathematical learning. 

Romantic/nostalgic discourses of play: Ailwood (2011, 2003) viewed this dominant position on play as stemming from the Enlightment and Romantic eras and the work of such theorists as Froebel, Pestalozzi, and Rousseau. It is based on the image of the child as innocent and pure. She explains that you might see this position in anecdotes or stories that reflect on childhood play in the past and lament the loss of such forms of play. 

Discourse of play characteristics: This dominant position on play is seen in the various lists or characteristics that theorists have developed to capture the meaning of play. For example, play is often described as something fun, free, and enjoyable. However, Ailwood (2011, 2003) maintains that many of these characteristics of play are rarely seen in early childhood classrooms where children’s play is regulated by schedules, rules, and restrictions. For example, while many early childhood classrooms provide for play and exploration, they are often told how much time they have, which materials they can and cannot use, and which rules they must follow. The free, enjoyable, and child-directed characteristics of play are then lost. 

Developmental discourse on play: Ailwood’s (2011, 2003) final position on play is underpinned by the work of developmental psychologists such as Piaget, Vygotsky, and Erikson. The focus of this position is on the developmental benefits of play. For example, teachers observing their students building with small blocks might assess their fine motor skills (how skillfully they can pick up and manipulate the blocks), their cognitive understandings (their understanding that large blocks go underneath small to provide stability, etc.), or their social-emotional development (such as taking initiative or getting along with others).