One of the central problems facing early childhood education is the push down of
an academic curriculum. The pressure for the schoolification of play-based settings
has become increasingly prevalent in many Northern Hemisphere continents.
Sweden – where the content of this book has been conceptualised and studied – is
no exception.
Despite the Swedish early childhood education system being unrivalled for quality, this country does not appear to be immune to an academic agenda. Consequently,
the research problem that has emerged internationally has been the relationship
between play and learning. This is conceptualised differently in many southern
countries, mostly because of the need for a more playful curriculum. In these countries, such an approach is thought to contribute to the development of creative and
innovative students. Even with differing societal needs globally, the central problem
of the relations between play and learning is the same (Fleer and van Oers, 2018)
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