Taking the child’s perspective means looking at the world through the eyes of the infant or the child. This can help us to better understand play practices and better plan for children’s learning and development. But how do we do this in practice? In this chapter we explore these ideas and help you design programs where you gain insight into the importance of documenting infants’ and young children’s perspectives on their play and identify a range of practical ways to find out children’s perspectives on their play.

In this chapter, we look at how play can support children’s learning in schools. We begin by examining how teachers can support children’s learning in play by exploring a range of playful approaches to learning curriculum content. A case study of a play-based approach from the Netherlands is also presented, followed by a range of practical suggestions and resource ideas to support the setting up of a play-based inquiry approach using the Australian Curriculum.

Functionalism proposes that the translation process is guided by extra-linguistic factors, more specifically by the function of the translation. Chapter 2 reviews the theory of functionalism (based on Skopos theory, from the Greek skopos meaning “purpose”) and some basic notions associated with it, while also explaining how to apply them in translation practice and discussion. It addresses basic functionalist concepts: extralinguistic factors (also known as situational features) and how they shape both monolingual and translated texts; the translation brief and translation norms; changes in situational features, and how they influence and guide translation decisions; and the “lifecycle” of a commissioned translation. Examples and illustrations accompany the presentation. The chapter starts by considering the relationship between extra-linguistic factors and monolingual texts, progressing to translated texts and translation tasks.

Chapter 1 discusses various definitions of translation, addressing the challenges involved in trying to define the term. Chapter 1 also provides an overview of translation types, such as overt and covert translation, communicative, dynamic and formal translation, grammar translation, and interlinear translation. Equivalence and equivalence types are discussed in connection with the notion of translation, as well as the problems involved in trying to formulate an a priori definition of the term. Additionally, the idea of an equivalence continuum is beneficial for translation as a professional activity, as it helps to situate it within the wider context of cross-cultural communication and the language industry (language for specific purposes, etc.), contributing to forge a more malleable concept of translation as a profession (i.e., language mediation). In addition, the chapter reviews various types of translation-related activities (e.g., editing, revising, reviewing, localization, proofreading for translation, and machine translation).

As a result of reading the first five chapters, you are now in a position to argue for the view that studying play is a serious and academic endeavour. To further support your learning, in this chapter and the next we turn our attention to the main theories that have informed the key models of play upon which teachers have increasingly drawn in contemporary times. In this chapter, we show how post-structuralist theory can inform thinking about children’s play.

Chapter 8 departs slightly from the focus on translation activity by shining a light on the translator, in an effort to highlight their role in the translation process itself, often minimized for the benefit of the text. The chapter serves as a reminder that the translator also has an impact on the text. It addresses what is meant by the translator’s (in)visibility and how practicing or aspiring translators can incorporate this notion into their practice and knowledge base. Also addressed are related topics such as norms, codes of ethics, agency, positionality and ideology. Additionally, the chapter helps inform aspiring translators and those who work with translators about the role and professional expectations for translators, including their role as agents of social justice, the translator’s workplace, recent changes in the field, translator profiles, and the qualifications and skills needed to work as a translator. This chapter guides readers to an understanding of the translator’s possible role/s and assists them with the creation of their own professional identity.

Children’s play reflects the culture and cultural tools of a community. Digital play and digital tools have evolved over time. Described by Susan Edwards as three generations: First generation: 1980 to early 2000s with the focus was on children’s use of digital technologies; Second generation: 2010 with the availability of the iPad and independent digital activity by children; Third generation: the integration of technologies with children’s socio-material activities and everyday lives.

Play is a key dimension of early childhood education. How play is conceptualised and how a teacher uses play to support curriculum activities have a bearing on what a child experiences. We know from research that play is discussed in different ways in different countries, and also that play is presented in different ways in education curricula around the world.