Play occupies children’s time: their hands and bodies are active, but their minds are not… Let’s investigate.
What Is Play-Based Learning?
Play-based learning is an educational approach that enables children to learn through child-led play and activities. At the heart of this philosophy is the belief that learning occurs during play.
There are two types of play-based learning: unrestricted, or child-led play, in which children direct their own play, and supported, or adult-led play, in which the children receive guidance and interaction from their educators.
Why Is Play-Based Learning Important?
Educators, philosophers and theorists have been investigating play-based learning for more than two millennia. Socrates and Plato were two of the first to acknowledge the importance of play.
Here are a few well-known quotes from educators, philosophers and theorists who also recognise the value of play:
- “In play, children learn to learn” – Fred Donaldson
- “Play is the work of children” – Maria Montessori
- “Almost all creativity involves purposeful play” – Abraham Maslow
- “The highest form of research is play” – Albert Einstein
- “Children need play to consolidate what they are learning” – Fred Rogers
Piaget’s theory of cognitive development recognises that children learn through play. During play, children can practise skills they have observed and are learning. For example, they can recreate familiar scenarios such as cooking, going shopping, or looking after babies. They can also practise skills that support their independence, such as dressing up, mark-making, negotiating space, problem-solving, developing cooperation skills, and learning to regulate their emotions.
The play never ends – it is ended by adults. Whilst recognising there are non-negotiables in the adult world, such as lunchtime and other scheduled extra-curriculars, it is important to think about the benefit these are having to the children. Does this play need to end right now? Does the room need tidying? Does circle/adult-led time need to start now? Can snack time wait?
The Montessori method focuses on learning through hands-on experiences and cooperative play. It encourages children to be independent, with educators acting as guides rather than traditional teachers, supporting their overall development.
The Steiner Waldorf and Reggio Emilia approaches share similar ideas. Both highlight the importance of the learning environment and see the educator’s role as a guide. These methods also aim to support children’s development as a whole, helping them grow in every area through play-based learning.
Where Are Your Children When They Are Not With You?
They are interacting with their learning environment. This is why the environment plays such a key role. The environment should provide children with play opportunities that are accessible but also challenging enough for the individual needs of the children and be within their ‘zone of proximal development’.
During free play or independent learning time, children engage with the activities and resources around them. This type of play helps them develop important skills like patience, turn-taking, problem-solving, curiosity, and independence. They also practise working together and sharing ideas, which supports their thinking and teamwork.
Play also helps children build physical skills, improving their fine and gross motor abilities, spatial awareness, balance, and coordination. In a safe and supportive environment, children can explore their emotions, which helps them grow in compassion, resilience, and perseverance.
Providing children with open-ended resources also allows them to develop their imagination. For example, providing plain round wooden cookies compared to pretend food cookies. The plain round wooden cookie is not only a cookie but also a plate, a pancake, a biscuit, a slice of apple – anything you can imagine. It doesn’t limit the play.
Enhanced activities like play invitations, provocations, or focused setups created by adults can be valuable for supporting children’s learning. These setups often have a purpose to guide or enrich play. However, educators need to remain flexible and understand the children they’re working with. Even with a specific plan, children might approach the activity in unexpected ways, offering opportunities for creativity and exploration.
The outdoor environment is an important extension of the indoor learning space. It should provide children with similar opportunities and challenges to explore and grow across all seven areas of development, just like the indoor environment.
Montessori Environment
Montessori learning environments are well-supplied with resources. Children overcome challenges and learn by using the tools found throughout the environment. They are provided with equipment that supports them to achieve and meet their individual development targets based on previous observations made by the educators. Furthermore, the environment in Montessori settings is generally a controlled, tidy space where everything has a home.
Steiner Waldorf Environment
Steiner Waldorf places importance on the environment itself. Usually, they are calm, cosy and inviting, home-like spaces with soft pink walls and no sharp corners, where children can thrive. Wood, cloth and other natural materials are frequently used to make handcrafted toys, and natural open-ended resources are available, such as pine cones, shells, conkers, and more. The use of earthy hues encourages connections to the natural world.
Reggio Emilia Environment
Reggio Emilia settings place a strong emphasis on relationships: relationships between children, educators, children and educators, children and parents/carers, and educators and parents/carers. The learning environment is a continuation of society, and cultural traditions are shared. Professionals in their fields, such as artists, get involved and regularly visit the setting. To emphasise the importance of the learning environment, it is referred to as the ‘third teacher’. Children are encouraged to analyse, investigate and be imaginative through open-ended provocations set up by the educators.
Play-Based Learning Is Important
So yes, play occupies children’s time. However, it is important to acknowledge that there are a range of benefits to that time-occupying play. A well-planned environment can provide children with accessible challenges to meet the individual needs of the cohort. The educator is a facilitator and can provide learning opportunities through provocations that invoke thought, curiosity and sustained shared thinking.
