Narrow conceptualization of play is shared by many other early childhood practitioners for whom play is considered essential, as an activity promoting learning and yet only relevant to some areas of the curriculum. According to Wood and Attfield, despite constant validation from academics play continues to have an insecure place in delivering the curriculum (Wood and Attfield). The status and value of play, a source of controversy between politicians and practitioners 313
since the Education Reform Act, has been partially substantiated by its inclusion in the Curriculum guidance for the foundation stage (CGFS) which states that ‘well-planned play, both indoors and outdoors, is a key way in which young children learn with enjoyment and challenge О‘yin mazkur izlanishlarda kutilganidek, markaziy bilim ber ishni rivojlantirish sifatida barcha enagalar fondiga joylashtirilgan edi, biroq xayoliy o‘yin ekanligi barchaga ravshan edi. Bu qisqa tarzdagi konseptual o‘yinlar boshqa ko‘plab amaliyotlarda ham bolalar tajribasida keng qo‘llaniladi va kerakli deb hisoblanadi, ba'zi bir o‘quv rejalariga yondashuv sifatida qaraladi. Doimiy akademik davralarni tekshiruvi natijasida o‘yin o‘quv rejasi taqdim etishda mutlaq xavfsiz emas degan tasavvur qoldirmoqda. Q‘quv qonuni reformasida Siyosatchilar va amaliyotchi o‘qituvchilar o‘rtasidagi bir-biriga teskari bo‘lgan fikrlar o‘yinning mavqeyi va darajasini belgilab beradi. Unda aytilishicha «ochiq havoda yoki yopiq maskanda yaxshi tuzilgan o‘yin, yosh bolalar uchun maroqli tuyilishi va ular qiziqish bilan o‘rganishadi» va shu tarzda o‘quv fundamenti darajasini o‘rganish maqsadida qisman
