Carruthers, E. & Worthington, M. (2022). Playful, play and children’s mathematics? Education Journal 486, 14. May 2022.

Carruthers, E. (2020). Mathematical teaching in nursery schools in England: A way forward for mathematical pretend play and democratic pedagogies. Review of Science, Mathematics and ICT Education, 14(2) 25-41.https://doi.org/10.26220/rev.3370

Carruthers, E. (2017). Open mathematics: Open minds: Children’s thinking and mathematics. Community Playthings. 

Carruthers, E. & Worthington, M. (2006). Children's mathematics: Making marks, making meaning, (2nd ed.). Sage.

DCSF (2009). Children Thinking Mathematically: PSRN essential knowledge for Early Years practitioners.pdf - DCSF [Carruthers & Worthington were commissioned by the government to write this booklet].

(22/04/21). The Guardian view on child’s play: help kids be themselves: Editorial.

Germeroth, C., Bodrova, E., Day-Hess, C., Barker, J., Sarama, S., Clements, D. H., & Layzer, C.  (2019).  Play it High, Play it Low. Examining the reliability and validity of a new observation tool to measure children’s make-believe play.  American Journal of Play 11(2).

Helenius, O., Johansson, M. L., Lange, T., Meaney, T., Riesbeck, E., & Wernberg, A. (2016). When Is Young Children’s Play Mathematical? In Mathematics Education in the Early Years, pp. 139-156. Springer. 

Johnsen Høines, M. (2004). Do we welcome children’s mathematics? Who are we? Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education I, pp 81–86. https://www.emis.de/proceedings/PME28/PleP/PlenaryPanel_Johnsen-Hoines.pdf

Moll, L. Amanti, C., Neff, D., & Gonzales, N. (1992). Funds of knowledge for teaching: Using a

qualitative approach to connect homes and classrooms. Theory into Practice, 31(2), 132-141.

https://doi.org/10.1080/00405849209543534

Voutsina, C., Stott, D. (2023). Preschool children’s conceptions of the meanings and use of written numerals in everyday life: a phenomenographic study of the nature and structure of qualitative variation. Educational Studies in Mathematics.

Souto-Manning, M. (2017). Is play a privilege or a right? And what’s our responsibility? On the role of play for equity in early childhood education, Early Child Development and Care, 187(5-6), 785-787. 

van Oers, B,  (2013). Is it play? Towards a reconceptualisation of role play from an activity theory perspective, European Early Childhood Education Research Journal, 21(2), 185-198.

Vygotsky, L.S. (1933/1966). Play and its role in the mental development of the child. Psychology and Marxism Internet Archive (marxists.org) 2002.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University.

Wood, E. (2022). Play and learning in early childhood education: Tensions and challenges. Child Studies 1, 15-26.

Wood, E. & Hedges, H. (2016). Curriculum in early childhood: Critical questions about content, coherence and control. The Curriculum Journal, 27(3), 387-405.

Wood, E, A. (2014). Free choice and free play in early childhood education: troubling the discourse, International Journal of Early Years Education, 22(1), 4-18, doi: 10.1080/09669760.2013.830562

Worthington, M. For more articles on play, please see: Our publications 

Worthington, M. (2018).  Funds of knowledge: Children's cultural ways of knowing mathematics. In V. Kinnear, M-Y Lai & T.Muir (Eds.), Forging connections in early mathematics teaching and learning (pp. 239-258).   

Worthington, M., & Van Oers, B. (2016). Pretend play and the cultural foundations of mathematics. European Early Childhood Education Research Journal 24(1), 51-66.