Series Editor’s Introduction Introduction, Jayne Osgood and Victoria de Rijke (Middlesex University, UK) 1. Playing with Absence and Presence on Stolen Land, Angela Molloy Murphy (University of Melbourne, Australia) and Meagan Montpetit (Western University, Canada) 2. Speculative Play: Exploring the (De)Legitimation and Binary Boundaries of Play, Candace R. Kuby (University of Missouri, USA) and Tara Gutshall Rucker (Elementary School Teacher in Missouri, USA) 3. Speculative Movement in Play Methodologies for Postdevelopmental Pedagogies, Ruth Churchill-Dower (Manchester Metropolitan University, UK)4. Re-storying Indigenous African games: Researchers Playing With the Digital in Sub-Saharan Africa, Theresa Giorza (University of the Witwatersrand, South Africa), Rose-Anne Reynolds (University of Cape Town, South Africa) and Karin Murris (University of Oulu, Finland) 5. Documenting Play Through Social Media: Troubling Progress Narratives and Opening Whole Worlds of Stuff, Jo Albin-Clark (Edge Hill University, UK)6. Playful Country; The Magic of Skin Thinking, Stories & Stars, Sarah Jane Moore (University of New South Wales, Australia)7. Reflections on Stories of Children at Play with Le Lion et La Souris: A Nature-Based Playgroup in Montreal, Maija-Liisa Harju (McGill University, Canada) 8. Toying with Companion Creatures: Childlike Invitations to Philosophize Beyond Established Categories, Magda Costa Carvalho (University of the Azores, Portugal) and Joanna Haynes (Plymouth University, UK) and David K. Kennedy (Montclair State University, USA)9. Play and Children’s Learning, Mary Caroline Rowan (Concordia University, Canada)10. Serious Play: String Figuring as Seriously Playful Activism, Jayne Osgood and Victoria de Rijke (Middlesex University, UK) Conclusion, Jayne Osgood and Victoria de Rijke (Middlesex University, UK) References Index

Troubling traditional developmentalist logic, this series brings together post-developmental approaches that offer fresh ways to reconsider firmly established ideas about childhood from observations, to policy, curriculum, environment and materials. Postdevelopmental Approaches to Childhood gathers a range of international scholars in a series of edited collections that unsettle traditional approaches to practice, pedagogy and research in childhood. Providing a home for innovative, experimental and creative approaches and a diverse range of theoretical and methodological orientations, the series opens up new ways of becoming-with children in both practice and research.