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Narrator

The evidence base tells us that play-based learning is an effective pedagogy in the early years, appropriate in both early childhood services and school settings. It is an approach that ensures every child is known, valued, and cared for and experiences a sense of belonging and agency. 

Different theories, research and world views inform pedagogy in the early years in both settings. There are a range of theories that underpin play-based learning as an age-appropriate pedagogy that teachers and educators can draw upon in their work including: 

Developmental theories, where it is proposed that children achieve milestones in an order and each stage has different characteristics such as young children learning through exploration and play with concrete materials. Another suggestion is that development is holistic, interwoven and integrated.

Socio cultural theories propose learning is socially and culturally constructed, that children learn through play, being part of and active agents in social groups. That children play ahead of their development or that ‘learning leads development,’ particularly through scaffolding by peers and adults involved in the play.

Research has identified play as a vehicle for learning and development and that there is a strong interconnection between play and the acquisition of social, emotional, and cognitive skills. The evidence shows that learning is optimised when teachers and educators provide guidance by socially interacting and engaging in shared thinking. 

It is also clear that learning through play empowers children to engage in deeper, more meaningful learning, resulting in a strong and successful transition to school and 21st century skills including communication, collaboration, critical thinking, creativity, and imagination and problem-solving for lifelong learning. 

Children’s right to play, and an education that that lays the foundation for the rest of their lives is enshrined in the United Nations Conventions on the Rights of the Child. This reflects a world view of the importance of play in children’s lives. 

Play-based learning for children in the early childhood settings and school sets children up for success as lifelong learners.  

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Narrator

Play-based learning is a familiar, inclusive and age-appropriate pedagogy for children from birth to eight years. It is the most appropriate way for young children to learn, as it offers them opportunities to explore concepts and ideas in a concrete way that is developmentally appropriate for the way young children’s brains work.  

When teachers and educators facilitate play-based learning, they are supporting continuity of learning between early childhood settings and schools and supporting a successful start to school.  

The Early Years Learning Framework states that when children are provided with learning opportunities and experiences they are familiar with, such as play-based learning, they feel secure and connected to their new setting and will confidently build upon their prior learning.  

In early childhood settings and the early years of school, children are not developmentally ready to engage with abstract concepts or engage in highly structured lessons. Learning outcomes can be addressed through play-based learning in a fun, engaging and integrated way, supporting the development of the whole child, including their wellbeing and all learning areas.  

A play-based approach to learning encourages children to develop new knowledge and understandings and to transfer and adapt this learning. This approach to teaching and learning also allows children the autonomy to collaboratively explore, create and investigate new concepts through trial and error where teachers and children build on existing knowledge and co-construct new knowledge and skills. 

As children play, they learn social skills such as how to negotiate, problem solve and work with others to build relationships. Along the way they are refining their communication skills, including oral language development and listening skills. Through play, children practice regulating their emotions, turn taking and negotiating within a group. They develop positive learning dispositions such as persistence, curiosity, and critical thinking. 

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Duration: 1 minutes 46 seconds

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Narrator

A play-based learning program draws on the funds of knowledge children bring with them and is reflective of children’s strengths, interests, capabilities, language, culture, and the local community so that learning becomes meaningful.  

Learning environments that are set up with open-ended materials for children to explore, or learning centres with guided provocations capitalise on children’s natural curiosity and allow the environment to become the ‘third teacher’. This type of classroom allows children to be more focused and engaged, with less disruptive or ‘off-task’ behaviours.   

To effectively embed play-based learning as an age-appropriate practice within the classroom, it is crucial that teachers and educators act with intentionality by:  

• finding a balance between child-led and adult initiated and guided play  
• creating a rich environment that draws on children’s prior knowledge and interests  
• considering how to present activities and materials, so they are arranged in provoking and inviting ways to encourage exploration, learning and inquiry  
• ensuring documentation of learning is visible to encourage children to revisit ideas and concepts  
• facilitating interactions and meaningful conversations between children to enhance critical thinking skills.  

When play and learning are woven together, children are more likely to develop positive dispositions towards learning.

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