The inclusion of children's play in therapeutic educational support programs has a long tradition. Under the guiding principle of inclusion, play pedagogy is gaining importance as a central concept: Play proves to be a meeting place for children with and without therapeutic educational needs. The book provides a philosophically based and neuropsychologically oriented introduction to the fundamental phenomenon of play. Play development is differentiated based on relevant forms of play such as functional, role, construction, and rule-based play. The text illustrates how play forms and materials can be developed through diagnostic play observation and evaluation, ultimately shaping therapeutic play spaces. The book then introduces established play-based action concepts.