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| Foreword | |
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| Acknowledgments | |
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| Introduction | |
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| What Can Teachers Do? | |
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| What's So Important about Play? | |
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| Not just Any Play | |
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| Teachers Are the Key | |
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| Recognizing Three Levels of Children's Play | |
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| Putting Theory into Practice | |
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| A Hierarchy of Needs and Play | |
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| New Information, New Solutions | |
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| Imagination, Roles, and Rules | |
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| Chaotic, Out-of-Control Play | |
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| Simplistic and Repetitive Play | |
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| Productive, High-Level Play | |
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| Optimal Flow | |
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| Planning for Play | |
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| Create a Well-Ordered Environment | |
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| Provide Materials that Will Engage the Children | |
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| Change Materials | |
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| Write Plans for Play | |
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| Ways to Help Children Make Choices | |
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| Help Children Make Meaningful Choices | |
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| Establish Procedures for Making Choices | |
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| Help Children Make Open Choices | |
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| Place Limits on Areas | |
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| Use Choosing Boards | |
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| Make Some Choices for Children | |
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| Procedures for Learning Areas | |
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| Signals to Get Children's Attention | |
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| Allow Enough Time for Deep Play to Develop | |
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| Interacting with Children to Enhance Play | |
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| Intentional Teaching | |
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| How to Get Play Started | |
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| Know When to Enter and Exit the Play | |
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| Sustain Play through Well-Timed Interventions | |
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| Coach and Mentor the Players | |
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| Provoking Children into More Complex Play | |
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| Field Trips and Special Visitors | |
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| Use Books as Provocations | |
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| Offer New Materials | |
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| Consider Groupings of Children | |
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| Provocations for Younger Preschoolers | |
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| Provocations for Older Preschoolers and Kindergartners | |
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| Provocations and Emotions | |
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| The Power of Emotions and Play | |
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| Adding Representation to Further Enrich Play | |
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| Photos and Documentation Displays | |
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| Writing for Children through Scripts, Anecdotes, and Dictation | |
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| Add Writing and Drawing Materials to Play Experiences | |
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| Create a Climate of Acceptance and Scaffold Children's Writing Efforts | |
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| Encourage Mathematical Representation | |
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| Incorporating Standards and Goals in Children's Play | |
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| Balancing Play and Standards | |
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| Seeing Standards and Goals in Action | |
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| Understanding Standards in Natural and Intentional Ways | |
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| Enhancing Play to Incorporate Standards | |
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| Observe for Assessment Purposes | |
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| Observe to Determine Next Steps | |
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| Add Challenging and Achievable Goals to Sustain Children's Interest | |
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| Help Others See Standards and Goals through Documentation Displays | |
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| Conclusion Play Works | |
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| Not Just Any Play | |
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| Suggested Provocations | |
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| Ideas for Writing Materials to Accompany Dramatic Play | |
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| References | |
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| Excerpt Credits | |
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| Illustration and Photo Credits | |