Why Play-Based Learning Matters in Early Childhood
Early childhood is a crucial period in a child’s development. During these early years, children develop rapidly across multiple areas, including cognitive, social, emotional, physical, and language development. Therefore, the way children learn during this period should be appropriate to their developmental needs and characteristics. One approach that has received considerable attention in early childhood education is play-based learning.
UNICEF and the LEGO Foundation (2018) highlight that play is one of the most important ways young children gain essential knowledge and skills. They also emphasise that opportunities for play, exploration, and hands-on learning are central to effective early childhood programmes. Play-based learning recognises that children can learn meaningful concepts while they are actively engaged in playful experiences. Rather than separating play and learning, teachers can integrate learning objectives into activities that are enjoyable, purposeful, and appropriate for young children.
Play-based learning is an approach in which children learn through meaningful and engaging play experiences. It does not mean that children are simply left to play without guidance or learning objectives. Instead, teachers intentionally create environments, activities, and opportunities that allow children to explore and learn through play.
According to the National Association for the Education of Young Children (NAEYC, 2020), developmentally appropriate practice promotes children's development and learning through a strengths-based, play-based approach to joyful and engaged learning. This approach recognises that children are active participants in their own learning and that each child brings unique abilities, experiences, interests, and characteristics to the classroom.
One of the major benefits of play-based learning is its contribution to children's cognitive development. Through play, children have opportunities to think, explore, make decisions, test ideas, and solve problems. Play also encourages children to develop curiosity. When children encounter something that does not work as expected, they are encouraged to try another strategy. This process helps children understand that mistakes are part of learning and that problems can have different solutions.
Early childhood is also an important period for developing social and emotional skills. Play provides a natural context for developing these abilities. During group play, children may need to share materials, wait for their turn, listen to their friends, negotiate roles, or solve disagreements. Through these interactions, children gradually learn important social behaviours. Play can also support children's confidence and sense of independence. When children are given opportunities to make choices during play, they can experience a sense of ownership over their learning.
Language development is another important area supported by play-based learning. Young children learn language most effectively when they have meaningful opportunities to communicate with others. Teachers can further support language development by introducing new vocabulary during play and asking open-ended questions. Instead of simply asking, "What colour is this?", a teacher might ask, "What do you think will happen if we put this block on top?" Such questions encourage children to explain their ideas and use language for meaningful communication.
Play-based learning also contributes to children's physical development. Active play provides opportunities for children to develop gross motor skills such as running, jumping, balancing, throwing, and climbing. At the same time, activities such as drawing, painting, threading beads, manipulating playdough, and building with small blocks can support fine motor development. These skills are particularly important as children prepare for later activities such as writing and using classroom tools.
Another important reason play-based learning matters is that it can make learning more meaningful and enjoyable for young children. Children are naturally curious and eager to explore their environment. NAEYC (2020) notes that children are active learners who take pleasure in exploring their world and making connections.
Zosh et al. (2022) argue that play and learning should not be viewed as opposites. Instead, playful learning can combine meaningful educational content with a playful approach.
Although children are central to play-based learning, teachers play an essential role in making play purposeful and meaningful. Teachers should provide a safe and stimulating environment, observe children’s interests and development, and use questioning and scaffolding to extend their thinking. At the same time, teachers need to balance intentional guidance with opportunities for independent exploration, as excessive direction may limit children’s creativity, while insufficient support may reduce valuable learning opportunities.
Examples of Play-Based Learning in the Classroom
Block play can support early mathematics, spatial awareness, problem-solving, and creativity. Teachers can introduce concepts such as shapes, sizes, numbers, and patterns while children build.
Pretend play can support language development, communication, social skills, and imagination. A classroom can be transformed into a shop, hospital, restaurant, or classroom to provide children with opportunities to use language in meaningful situations.
Sorting and matching games can introduce mathematical concepts such as colours, shapes, sizes, and classification. Children can sort buttons, toys, blocks, or natural objects according to different characteristics.
Sensory play, such as water, sand, or playdough activities, can support exploration and early scientific thinking. Children can observe what happens when objects float or sink, compare quantities, or experiment with different materials.
Outdoor play provides opportunities for physical development as well as exploration of the natural environment. Children can collect leaves, observe insects, compare natural objects, or participate in movement games.
Play-based learning is essential in early childhood as play provides meaningful opportunities for children to develop cognitive, social, emotional, language, creative, and physical skills. It also encourages children to become active participants in their learning. When thoughtfully implemented, play can integrate learning with children’s interests and curiosity, providing a strong foundation for lifelong learning.
References
National Association for the Education of Young Children. (2020). Developmentally appropriate practice position statement. https://www.naeyc.org/resources/position-statements/dap
National Association for the Education of Young Children. (2022). Developmentally appropriate practice in early childhood programs serving children from birth through age 8 (4th ed.). NAEYC.
UNICEF & LEGO Foundation. (2018). Learning through play: Strengthening learning through play in early childhood education programmes. UNICEF. https://www.unicef.org/sites/default/files/2018-12/UNICEF-Lego-Foundation-Learning-through-Play.pdf
World Health Organization, United Nations Children’s Fund, & World Bank Group. (2018). Nurturing care for early childhood development: A framework for helping children survive and thrive to transform health and human potential. World Health Organization. https://www.who.int/publications/i/item/9789241514064
Zosh, J. M., Gaudreau, C., Golinkoff, R. M., & Hirsh-Pasek, K. (2022). The power of playful learning in the early childhood setting. In National Association for the Education of Young Children (Ed.), Developmentally appropriate practice in early childhood programs serving children from birth through age 8 (4th ed.). NAEYC.
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