Arthur, Leonie, Bronwyn Beecher, Elizabeth Death, Susan Dockett, and Sue Farmer, Programming and Planning in Early Childhood Settings, 6th edition (South Melbourne, Vic: Cengage Learning, 2015)
Brown, Fraser, and Michael Patte, ‘From the Streets of Wellington to the Ivy League: Reflecting on a Lifetime of Play’, International Journal of Play, 1.1 (2012), 6–15 <https://doi.org/10.1080/21594937.2012.658166>
———, Rethinking Children’s Play (London, England: Bloomsbury Academic, 2013), New Childhoods Series <https://waikato-primo.hosted.exlibrisgroup.com/permalink/f/1de2m3o/64WAIKATO_ALMA5171910630003401>
Carr, Margaret, and Wendy Lee, ‘Appropriating Knowledges and Learning Dispositions in a Range of Increasingly Complex Ways’, in Learning Stories: Constructing Learner Identities in Early Education (London, United Kingdom: SAGE, 2012), pp. 111–28
Carr, Margaret, Helen May, Valerie N. Podmore, Pam Cubey, Ann Hatherly, and Bernadette Macartney, ‘Learning and Teaching Stories: Action Research on Evaluation in Early Childhood in Aotearoa-New Zealand’, European Early Childhood Education Research Journal, 10.2 (2002), 115–25 <https://doi.org/10.1080/13502930285208991>
Cooper, Patricia M., The Classrooms All Young Children Need: Lessons in Teaching from Vivian Paley (Chicago, Ill: University of Chicago Press, 2009)
Dender, Alma M., and Karen Stagnitti, ‘Children’s Play in the Australian Indigenous Context: The Need for a Contemporary View’, International Journal of Play, 4.1 (2015), 3–16 <https://doi.org/10.1080/21594937.2014.977036>
Dickenson, Patricia, ‘Flipping the Classroom in a Teacher Education Course’, in Promoting Active Learning through the Flipped Classroom Model (Hershey Pennsylvania: Information Science Reference, 2014), Advances in educational technologies and instructional design, 145–62 <https://doi.org/10.4018/978-1-4666-4987-3.ch008>
Dockett, Sue, and Marilyn Fleer, Play and Pedagogy in Early Childhood: Bending the Rules (South Melbourne, Vic: Cengage Learning, 2008)
Eckhoff, Angela, and Jennifer Urbach, ‘Understanding Imaginative Thinking During Childhood: Sociocultural Conceptions of Creativity and Imaginative Thought’, Early Childhood Education Journal, 36.2 (2008), 179–85 <https://doi.org/10.1007/s10643-008-0261-4>
Ferholt, Beth, and Monica Nilsson, ‘Play: Aesthetics and Ambiguity of Play in Early Childhood Education’, in Encyclopedia of Educational Philosophy and Theory, ed. by Michael A. Peters (Singapore: Springer Singapore, 2020), pp. 1–5 <https://doi.org/10.1007/978-981-287-532-7_53-1>
Fleer, Marilyn, Early Learning and Development: Cultural-Historical Concepts in Play (Melbourne: Cambridge University Press, 2010) <http://ezproxy.waikato.ac.nz/login?url=http://site.ebrary.com/lib/waikato/reader.action?docID=10773472&ppg=57>
Hatherly, A., ‘Planning Stories’, Early Education, 36.Spring (2004), 7–14
Hatherly, A., and L. Sands, ‘So What Is Different about Learning Stories?’, The First Years: New Zealand Journal of Infant and Toddler Education: Ngā Tau Tuatahi, 4.1 (2002), 207–11
Joseph, ‘The Original The Preschool in Three Cultures’, 2011 <https://waikato.kanopy.com/node/155992>
Madman Entertainment, ‘Babies’, 2010 <https://waikato.kanopystreaming.com/video/babies>
Maguire-Fong, Mary Jane, Edward Tronick, T. Berry Brazelton, Mary Jane Maguire-Fong, and J. Ronald Lally, Teaching and Learning with Infants and Toddlers: Where Meaning-Making Begins (New York: Teachers College Press, 2014) <http://waikato.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=8068908250003401&institutionId=3401&customerId=3400>
Marjanovic-Shane, Ana, and E. Jayne White, ‘When the Footlights Are off: A Bakhtinian Interrogation of Play as Postupok’, International Journal of Play, 3.2 (2014), 119–35 <https://doi.org/10.1080/21594937.2014.931686>
Nutbrown, Cathy, and Jools Page, Working with Babies and Children: From Birth to Three (Los Angeles: SAGE, 2008)
Nuttall, J. G., ‘Contested Concepts in Educational Play: A Comparative Analysis of Early Childhood Policy Frameworks in New Zealand and England’, in Weaving Te Whāriki: Aotearoa New Zealand’s Early Childhood Curriculum Framework in Theory and Practice, 2nd ed (Wellington, New Zealand: NZCER Press, 2013), pp. 259–75
Podmore, Valerie N., Observation: Origins and Approaches to Early Childhood Research and Practice (Wellington, New Zealand: NZCER Press, 2006)
Rameka, Lesley Kay, Te Whatu Kåakahu: Assessment in Kaupapa Måaori Early Childhood Practice, 2012 <http://hdl.handle.net/10289/6597>
Rosen, Rachel, ‘Children’s Violently Themed Play and Adult Imaginaries of Childhood: A Bakhtinian Analysis’, International Journal of Early Childhood, 47.2 (2015), 235–50 <https://doi.org/10.1007/s13158-015-0135-z>
———, ‘Early Childhood Subjectivities, Inequities, and Imaginative Play’, in GEOGRAPHIES OF IDENTITIES AND SUBJECTIVITIES; ED. BY CLAIRE DWYER. (HEIDELBERG: SPRINGER, 2017), SPRINGER REFERENCE., 141–62 <https://doi.org/10.1007/978-981-287-023-0_23>
Samuelsson, Ingrid Pramling, and Marilyn Fleer, Play and Learning in Early Childhood Settings: International Perspectives (New York, NY: Springer, 2009), International perspectives on early childhood education and development <http://ezproxy.waikato.ac.nz/login?url=http://link.springer.com/book/10.1007%2F978-1-4020-8498-0>
Sinner, Anita, ‘Teaching Teachers within the Folds of the Passing-Present’, International Journal of Play, 4.1 (2015), 45–48 <https://doi.org/10.1080/21594937.2015.1017306>
Smidt, Sandra, Introducing Vygotsky: A Guide for Practitioners and Students in Early Years Education (London, United Kingdom: Routledge, 2009) <https://ebookcentral-proquest-com.ezproxy.waikato.ac.nz/lib/waikato/detail.action?docID=1581848>
Stetsenko, Anna, and Pi-Chun Grace Ho, ‘The Serious Joy and the Joyful Work of Play: Children Becoming Agentive Actors in Co-Authoring Themselves and Their World Through Play’, International Journal of Early Childhood, 47.2 (2015), 221–34 <https://doi.org/10.1007/s13158-015-0141-1>
Stover, S., J. White, J. Rockel, and M. Toso, ‘Hunting the Snark: The Elusive Nature of Play’, The First Years: New Zealand Journal of Infant and Toddler Education: Ngā Tau Tuatahi, 12.2 (2010), 10–14
Sutton-Smith, Brian, The Ambiguity of Play (Cambridge, MA: Harvard University Press, 1997)
Tallant, Laura, ‘Framing Young Children’s Humour and Practitioner Responses to It Using a Bakhtinian Carnivalesque Lens’, International Journal of Early Childhood, 47.2 (2015), 251–66 <https://doi.org/10.1007/s13158-015-0134-0>
Tardos, A., ‘"Let the Infant Play by Himself as Well”’, The First Years: New Zealand Journal of Infant and Toddler Education = Ngā Tau Tuatahi, 14.1 (2012), 4–13
White, E. Jayne, Introducing Dialogic Pedagogy: Provocations for the Early Years (Florence: Taylor and Francis, 2015) <https://ebookcentral-proquest-com.ezproxy.waikato.ac.nz/lib/waikato/reader.action?ppg=160&docID=3569687&tm=1487497715933>
White, E.J., B. Redder, and M. Peters, ‘To “Be” or Not to “Be”: Is That the Question in Infant Play?’, The First Years: New Zealand Journal of Infant and Toddler Education = Ngā Tau Tuatahi, 15.2 (2013), 16–20
White, Jayne, ‘Aesthetics of the Beautiful’, in Bakhtinian Pedagogy: Opportunities and Challenges for Research, Policy and Practice in Education across the Globe (New York, NY: Peter Lang, 2011), Global studies in education, 47–68
