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Constructing a space for developing a rich understanding of science through play
2001
Journal of Curriculum Studies
When we think about the two activities of education and play, we tend to di erentiate them more by their purposes, end-points and goals than by their processes. It often seems that people are learning e ectively when they are'playing', and vice versa. But, most would agree that the point of play is di erent from that of learning, while there is more interplay between the two than we initially imagine. Learning is a component of playing, and playing is a component of learning, and both taken
doi:10.1080/00220270120863
fatcat:rhxsrqxx55ebvnaheflrgk5l6u