This article draws together some reflections on play and educationalisation in the historic context of the contemporary professionalism of early childhood. Looking historically, I suggest that both play and education are issues whose visibility and vitality seem to reflect social and political drivers. I also consider what a review of Te Whāriki could include with the inclusion of greater emphasis on learning through play. So it is worthwhile to consider how play and professionalism have been - and perhaps still are – tools of larger reform projects.