From a sociology of childhood and children's rights agenda, this review explores how children define 'play' and 'work' in the classroom, and the contextual influences on the development and reinforcement of these perceptions. Twelve studies were identified, analysed and reported using PRISMA guidelines. These studies strived to understand children's perspectives using child-centred methodologies, and emphasized the importance of children's contributions to the development of legislation, policies and strategies in relation to their rights; namely the right to play. Findings identify that even very young children have clear ideas about differentiating 'play' and 'work'. Some educational contexts are associated with a clearly perceived play--work dichotomy, while with others, these concepts lie on a continuum. Blurred lines between the two concepts are visible within constructivist classrooms that support play-based learning and children's choice and control.