Fraser Brown is Reader in Playwork at Leeds Metropolitan University, UK, and Course Leader of the BA (Hons) Playwork degree. He is Chair of the Aid for Romanian Children charitable trust.Chris Taylor is a Playwork Trainer and Consultant, Associate Lecturer with the Open University, a Trustee for London Play, and a Management Committee Support Worker at Play Association Tower Hamlets, UK.

• Part 1: Playwork theory and playwork practice in the UK1 The fundamentals of playwork2. Where children play: the place of staffed provision3. Playwork a profession: distinct or extinct4. The state of play in England5. Playwork in Scotland6. Play in Wales7. Play provision in Northern Ireland8. Playwork education, training and qualifications: looking to the future9. Playwork and the theory of loose parts10. Work based learning and reflective practicePart 2: The play environment11. Play and the play stage12. If you go down to the woods today: why nature and adventure matter to children and young people13. Playwork and the environment14. The concept of risk in play and playwork15. Quality in play: underpinning thoughtsPart 3: The playing child and the practising playworker16. Playing: the space between17. Modelling playwork: BRAWGS continuum, dialogue and collaborative reflection18. The edge of recalcitrance: playwork in the zone of complexity19. Two weeks of adventure play: moving furniture20. After school childcare in adventure playgrounds21. Play in hospitals22. Playwork in prisons23. Thinking about creating a play environmentPart 4. Playwork Values, Ethics & Professional Practice24. The playwork principles25. The playwork principles: a critique26. Some reflections on the history of playwork in the adventure playground tradition27. 'The place we are meant to be': play, playwork and the natural rhythms of communitiesPart 5. Special Feature28. Beyond ambiguityPart 6. Play Links, Relating and Communicating29. Mother and baby: the first playground30. Playing and relating: the contribution of Winnicott31. Exploring rhythm in playwork32. Community based projectsPart 7. Working with Professional Diversity33. Common core number 7: the missing link?34. Guerilla playwork35. Playwork in the early years: working in a parallel profession36. Play, learning and education: common core of skills and knowledge for the children's workforce37. At sixes and sevens: the transition of play to secondary schools38. Play and youth work: a qualitative case study of integrated practice39. The children’s workforce: the early years and playwork40. Summer camp in Romania: playwork with volunteersPart 8. Contributing to the Management and Development of Play Settings41. Playing the policy game: promoting effective play strategies with government, and why should we bother?42. Managing children's play provision43. Voluntary community play provision: a case study44. Somerford Grove Community Project and Adventure Playground45. Tell me an old old story: ICT and the play settingPart 9. Legislation and Rights46. The history of child protection, present procedures and practices47. Health & safety: a playwork perspective48. Children's rights and play49. Being an anti-racist50. ... and inclusion51. Gender and play: the development of gendered identities and their expression in play52. The enigma of the missing female perspective in playwork theoryPart 10. Research and Methods53. Researching with children54. Story telling as a tool for promoting playwork55. An exploratory study into practice and attitude towards child-led play56. Children without play: a research projectAppendicesA1. Brief annotated bibliographyA2. The playwork principlesPlay Wales

Fraser Brown is Reader in Playwork at Leeds Metropolitan University, UK, and Course Leader of the BA (Hons) Playwork degree. He is Chair of the Aid for Romanian Children charitable trust.Chris Taylor is a Playwork Trainer and Consultant, Associate Lecturer with the Open University, a Trustee for London Play, and a Management Committee Support Worker at Play Association Tower Hamlets, UK.

• Part 1: Playwork theory and playwork practice in the UK1 The fundamentals of playwork2. Where children play: the place of staffed provision3. Playwork a profession: distinct or extinct4. The state of play in England5. Playwork in Scotland6. Play in Wales7. Play provision in Northern Ireland8. Playwork education, training and qualifications: looking to the future9. Playwork and the theory of loose parts10. Work based learning and reflective practicePart 2: The play environment11. Play and the play stage12. If you go down to the woods today: why nature and adventure matter to children and young people13. Playwork and the environment14. The concept of risk in play and playwork15. Quality in play: underpinning thoughtsPart 3: The playing child and the practising playworker16. Playing: the space between17. Modelling playwork: BRAWGS continuum, dialogue and collaborative reflection18. The edge of recalcitrance: playwork in the zone of complexity19. Two weeks of adventure play: moving furniture20. After school childcare in adventure playgrounds21. Play in hospitals22. Playwork in prisons23. Thinking about creating a play environmentPart 4. Playwork Values, Ethics & Professional Practice24. The playwork principles25. The playwork principles: a critique26. Some reflections on the history of playwork in the adventure playground tradition27. 'The place we are meant to be': play, playwork and the natural rhythms of communitiesPart 5. Special Feature28. Beyond ambiguityPart 6. Play Links, Relating and Communicating29. Mother and baby: the first playground30. Playing and relating: the contribution of Winnicott31. Exploring rhythm in playwork32. Community based projectsPart 7. Working with Professional Diversity33. Common core number 7: the missing link?34. Guerilla playwork35. Playwork in the early years: working in a parallel profession36. Play, learning and education: common core of skills and knowledge for the children's workforce37. At sixes and sevens: the transition of play to secondary schools38. Play and youth work: a qualitative case study of integrated practice39. The children’s workforce: the early years and playwork40. Summer camp in Romania: playwork with volunteersPart 8. Contributing to the Management and Development of Play Settings41. Playing the policy game: promoting effective play strategies with government, and why should we bother?42. Managing children's play provision43. Voluntary community play provision: a case study44. Somerford Grove Community Project and Adventure Playground45. Tell me an old old story: ICT and the play settingPart 9. Legislation and Rights46. The history of child protection, present procedures and practices47. Health & safety: a playwork perspective48. Children's rights and play49. Being an anti-racist50. ... and inclusion51. Gender and play: the development of gendered identities and their expression in play52. The enigma of the missing female perspective in playwork theoryPart 10. Research and Methods53. Researching with children54. Story telling as a tool for promoting playwork55. An exploratory study into practice and attitude towards child-led play56. Children without play: a research projectAppendicesA1. Brief annotated bibliographyA2. The playwork principlesPlay Wales

Fraser Brown is Reader in Playwork at Leeds Metropolitan University, UK, and Course Leader of the BA (Hons) Playwork degree. He is Chair of the Aid for Romanian Children charitable trust.Chris Taylor is a Playwork Trainer and Consultant, Associate Lecturer with the Open University, a Trustee for London Play, and a Management Committee Support Worker at Play Association Tower Hamlets, UK.

• Part 1: Playwork theory and playwork practice in the UK1 The fundamentals of playwork2. Where children play: the place of staffed provision3. Playwork a profession: distinct or extinct4. The state of play in England5. Playwork in Scotland6. Play in Wales7. Play provision in Northern Ireland8. Playwork education, training and qualifications: looking to the future9. Playwork and the theory of loose parts10. Work based learning and reflective practicePart 2: The play environment11. Play and the play stage12. If you go down to the woods today: why nature and adventure matter to children and young people13. Playwork and the environment14. The concept of risk in play and playwork15. Quality in play: underpinning thoughtsPart 3: The playing child and the practising playworker16. Playing: the space between17. Modelling playwork: BRAWGS continuum, dialogue and collaborative reflection18. The edge of recalcitrance: playwork in the zone of complexity19. Two weeks of adventure play: moving furniture20. After school childcare in adventure playgrounds21. Play in hospitals22. Playwork in prisons23. Thinking about creating a play environmentPart 4. Playwork Values, Ethics & Professional Practice24. The playwork principles25. The playwork principles: a critique26. Some reflections on the history of playwork in the adventure playground tradition27. 'The place we are meant to be': play, playwork and the natural rhythms of communitiesPart 5. Special Feature28. Beyond ambiguityPart 6. Play Links, Relating and Communicating29. Mother and baby: the first playground30. Playing and relating: the contribution of Winnicott31. Exploring rhythm in playwork32. Community based projectsPart 7. Working with Professional Diversity33. Common core number 7: the missing link?34. Guerilla playwork35. Playwork in the early years: working in a parallel profession36. Play, learning and education: common core of skills and knowledge for the children's workforce37. At sixes and sevens: the transition of play to secondary schools38. Play and youth work: a qualitative case study of integrated practice39. The children’s workforce: the early years and playwork40. Summer camp in Romania: playwork with volunteersPart 8. Contributing to the Management and Development of Play Settings41. Playing the policy game: promoting effective play strategies with government, and why should we bother?42. Managing children's play provision43. Voluntary community play provision: a case study44. Somerford Grove Community Project and Adventure Playground45. Tell me an old old story: ICT and the play settingPart 9. Legislation and Rights46. The history of child protection, present procedures and practices47. Health & safety: a playwork perspective48. Children's rights and play49. Being an anti-racist50. ... and inclusion51. Gender and play: the development of gendered identities and their expression in play52. The enigma of the missing female perspective in playwork theoryPart 10. Research and Methods53. Researching with children54. Story telling as a tool for promoting playwork55. An exploratory study into practice and attitude towards child-led play56. Children without play: a research projectAppendicesA1. Brief annotated bibliographyA2. The playwork principlesPlay Wales