This book provides an in-depth examination of how global theories of play, particularly Vygotsky’s cultural-historical theory, are interpreted and transformed within early childhood education in Indonesia. It documents the emergence of a unique and innovative play pedagogy. It interrogates the pedagogical and ideological shifts occurring as educators move away from traditional, teacher-directed practices toward imaginative, co-constructed play experiences. Central to this book is the exploration of shared imaginary play, where teachers actively participate as co-players alongside children, creating pedagogical conditions that integrate cognition, emotion, and imagination. Through empirical case studies and theoretically grounded analysis, this book exposes the tensions and contradictions inherent in enacting culturally imported pedagogical models within a context shaped by deeply rooted social norms, religious values, and state-driven educational mandates. It highlights a pedagogical shift from structured, teacher-directed activities toward more flexible, co-constructed forms of play. It explores how Indonesian educators implement role-based play to engage children in complex ideas, address gender dynamics, and foster inclusive classrooms. This book also examines how teachers' involvement in imaginative play influences their understanding of child development, identity, and curriculum design. By positioning teachers as co-players, this book challenges hierarchical norms and promotes a more collaborative model of early childhood pedagogy.

This volume offers insights into teacher professional learning through play, conceptual development in science, and the transformation of teacher roles and identities. By bridging global theory with local practice, the book positions imaginary play not simply as a method but as a site of ideological struggle and pedagogical negotiation. It discusses pedagogical practices, covering the sociocultural complexities of gender, tradition, and teacher agency. It is of appealing to scholars, policymakers, and practitioners interested in the global circulation of pedagogical models, curriculum reform, and the politicisation of play in culturally diverse educational landscapes.

Ade Dwi Utami is a lecturer in the Bachelor’s, Master’s, and Doctoral Programs in Early Childhood Education, Faculty of Education, Universitas Negeri Jakarta, Indonesia. She graduated from the Faculty of Education, Monash University, Australia, where her doctoral research adopted a cultural-historical perspective to investigate play-based learning for children’s development. Her research focuses on play pedagogy, early childhood STEM learning, assessment, and teacher professional development. She has published various scholarly articles and books in early childhood education and education more broadly. In addition to teaching undergraduate, postgraduate, and supervising graduate research students, she is actively involved in projects with the Indonesian Ministry of Education and serves as an assessor for the National Accreditation Board for Early Childhood Education and the Independent Accreditation Institution for Higher Education in Education.