Self initiated, ‘free-flow play (Bruce, 1991) allows children to explore, socialise and grow in all areas of their learning. Infants and young children can engage in exploring artefacts and materials such as ‘treasure baskets’ (Goldschmied and Jackson (2004)) and explore their schemas (Athey, 1990; Arnold, 2003; Carruthers and Worthington, 2006; Nutbrown, 2006).

‘In play a child is always above his average age, above his daily behaviour. In play it is as though he were a head taller than himself’, (Vygotsky, 1978).

In Early Years settings and schools (0 – 7) the value of play is recognised and in many countries is an integral feature of the curriculum, with children having lengthy periods of play every day.

In mathematics in the Early Years, play also has a significant role and provides a wonderful context for children’s learning. Early Years settings offer potentially rich environments where children can build on their earlier informal experiences of mathematics in the home and in the community.

Significantly, play also supports infants and young children as they make personal meanings in multi-modal ways.