INTRODUCTION

Vygotsky's theory of play has been discussed and developed among scholars in Russia (Elkonin, 1999; Kravtsov & Kravtsova, 2009) and elsewhere (Berk, 1994; Berk & Winsler, 1995; Bodrova & Leong, 1998, 2001; Duncun & Tarulli, 2003; Gaskins, 1999, 2007; Gaskins & Göncü, 1992; Göncü, 1997, 1999; Holzman, 2009; Ugaste, 2005), which has resulted in distinctions in how play development is supported by teachers and enacted by children. Elkonin's theory of play, for instance, centres on role play, Kravtsova and Kravtsov's shows play with objects and roles within a periodisation framework. Other theories of play by Russian scholars are not reviewed here because their works have not yet been translated into English; however, an elaboration of Elkonin's and Kravtsova's theories of play provide excellent examples of contemporary cultural–historical theories of play used to support the play-based programs discussed in the previous chapter.

This chapter begins with a theoretical discussion of Elkonin's theory of play, is followed by the theory of play as outlined by Kravtsova and Kravstov, and concludes with a discussion of those who have argued against Vygotsky's theory of play.