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Abstract
Synthesizing research with practice in a meaningful manner continues to be a challenge, particularly in relation to securing the place of play in the school setting. The struggle for early childhood teacher educators in dealing with the realities of this research-to-practice dilemma requires constructive action. A theoretical framework that is embedded within Howard CitationGardner's (2007) Five Minds for the Future is recommended, along with strategies for the practitioner in the field and implications for the teacher educator.