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Summary
This paper examines the impact of the National Curriculum on play in reception classes from two perspectives. First, the wider ideological, political and educational context of the policy changes is discussed. Secondly, insights into the realities of teachers’ experiences are drawn from a research study, funded by the Economic and Social Research Council, which examined the relationship between nine reception teachers’ theories of play and their classroom practice. Two themes arising from this study are addressed, namely the teachers’ perceptions of the impact of the National Curriculum on their practice, and their provision for play as part of the planned curriculum. The evidence indicates how the teachers accommodated to the influence of the National Curriculum, while maintaining their commitment to play. Factors which mediate between their theories and practice are identified, and implications are drawn for future curriculum development in the pre‐school sector.
