Understanding what constitutes enhanced play provision to support child-initiated play, and making links between theory and practice challenges student teachers. Play is central to learning in the English EYFS. EPPE /REPEY highlighted the practitioner role in enhancing continuous provision and supporting play through quality interactions (Sylva, 2004). However, Moyles (2002) found practitioners could discuss the importance of play and sensitive interactions, but struggle to evidence them in practice. The EYFS alludes to an interests-based curriculum, but sits within an increasingly instrumental educational climate. In practice, attempting to align children's interests with nationally -prescribed learning goals is challenging, addressing educational priorities threatens the 'taming of play' (Wood, 2014). Perspectives differ on the adult's role in interacting with children within a playful environment. Goouch (2010) argues that dominant interpretations of pedagogical involvement may not acknowledge children's agency in their play, the current context may limit potential for meaning intersubjectivity between children and adults. This qualitative research used data drawn from evaluative assignments and focus group discussions to elicit student perspectives and strategies for navigating change. University ethical approval was granted, and BERA Ethical Guidelines (2011) regarding the team's dual teacher-researcher role were followed. Informed consent was obtained, pseudonyms allocated and participants were free to withdraw. Anonymous marking and moderation of student assignments was completed before data extraction. Analysis identifies that some student teachers encounter considerable resistance and their provision enhancements are not valued by mentor. Encouragingly, however, students' practice is sometimes trans-formative of mentor attitudes. Students need support to articulate theoretically-informed, process-focused practice in an outcomes focused system
