The definition of play is both complex and contested and has long been the subject of social and academic debate. The increase in structured ‘play’ sessions and emergence of technology-based play has led to further confusion over the nature and meaning of play (Lester and Russell 2008). What is clear is that play is an innate childhood instinct, that is not only enjoyable but also crucial to the processes of learning and development. Play is varied and flexible and there is no ‘right’ or ‘wrong’ way to play; encompassing an endless range of play types, which could be active.
