Conceptions of Play in the History of Early Childhood Education Marianne N. Bloch Sukyeong Choi University of Wisconsin-Madison ABSTRACT: The purpose of this paper is to examine some of the original reasons for the introduction of play as an important component of the early childhood curriculum. The paper focuses on the late nineteenth and early twentieth century debates among educators and other professionals who were modifying kindergarten and early child- hood curriculum theory and practice. This period was selected because the rationale and materials for play that are still current today were introduced into early childhood programs at this time. By analyzing the socio-historical context of play during this important period, the authors attempt to describe the original theories for play and play materials and to show the relationships with current theories; in addition, the historical analysis points out several remaining important questions concerned with play in early childhood programs that were raised in the early twentieth century that educators still need to address for the twenty-first century, Theoretical and empirical literature consistently point to the im- portance of play for young children's cognitive, social, emotional, lan- guage, and physical development. Despite evidence to support the im- portance of play in child care programs, parents and teachers question the importance of play in the curriculum, the extent of time allotted to free play, or the absence of more "academically oriented" activities in many preschool and child care programs. Recent litera- ture on the "hurried child" (e.g., Elkind, 1981) has tempered some of the movement away from a more playful curriculum for young chil- dren, but questions have not disappeared. Teachers in many early childhood programs have eliminated free play, substituting "choice" or "center time" for free play, where choices encompass centers in math or science activities or, perhaps, time in the book corner. In some programs, free play has been reduced in time or eliminated, Requests for reprints should be addressed to Marianne Bloch, Curriculum and In- struction, Teacher Education, University of Wisconsin, 225 North Mills Street, Mad- ison, WI 53706. Child & Youth Care Quarterly, 19(1), Spring 1990 © 1990 Ituman Sciences Press 31