Editorial

We’re pleased to present this special issue, Learning through Play and Games, at a time when interest in play-based learning and game-based learning is growing in many New Zealand schools. The issue responds to the level of teacher enthusiasm and exploration that is increasingly visible in educational discussions and media commentaries. This special issue aims to contribute a research-informed perspective on pedagogies associated with play and/or games by sharing findings and reflections from research projects and practitioner inquiries across a range of settings and focuses. It does not, and can not, represent a definitive evidence base on the benefits or pitfalls of playing or gaming. Instead it adds to—and hopefully generates—a thoughtful, reflective, data-informed conversation. We believe this is a much-needed contribution in Aotearoa.